Does high teacher autonomy support reduce smartphone use disorder in Chinese adolescents? A moderated mediation model

The Relationship Between Self-Esteem and Mobile Phone Addiction Among Mainland Chinese Adolescents: A Meta-Analysis

In recent years, the problem of mobile phone addiction (MPA) has become increasingly serious among mainland Chinese adolescents. Studies have found that self-esteem may be related to MPA, but the conclusions are inconsistent. Consequently, this meta-analysis aims to explore the real relationship between self-esteem and MPA, and analyze the moderator variables. The relevant studies used in meta-analysis were obtained by searching China National Knowledge Infrastructure (CNKI), Wan Fang Data, Chongqing VIP Information Co., Ltd. (VIP), PubMed, Web of Science, Scopus, Medline and Embase. Then articles were screened and coded, and statistical analysis was carried out by Stata 16.0 software. A total of 45,765 participants from 64 articles were included in the research. Meta-analysis showed that there was a moderate negative correlation between self-esteem and MPA(r = -.25, 95%CI = -.29, -.21). Subgroup analysis and meta-regression analysis showed that the age and publication time can significantly moderate the relationship between self-esteem and MPA, but MPA measurement instrument, gender, region and publication type have no significant moderating effect. The current meta-analysis provided solid evidence that self-esteem was negatively correlated with MPA. Longitudinal studies are needed to clarify the causality between them, so as to make more specific practice and policy recommendations.

Intolerance of uncertainty fuels preservice teachers' smartphone dependence through rumination and anxiety during the COVID-19 pandemic: A cross-sectional study

Objectives

We aimed to explore the relationship among intolerance of uncertainty (IU), rumination, anxiety, and smartphone dependence (SPD) in preservice teachers during the COVID-19 pandemic.

Methods

Two cross-sectional studies were conducted with Chinese preservice teachers, using questionnaires on IU, rumination, anxiety, and SPD. Data were analyzed using AMOS 24.0 and SPSS 25.0, and the mediating mechanism was tested using the macro program Model 6. Study 1 recruited participants who were forcibly sequestered in a university due to an anti-epidemic policy during the COVID-19 crisis. Study 2 was surveyed online from different universities to replicate and enhance the reliability of Study 1 finding.

Results

Study 1 (N = 553, Mage = 20.8 ± 2.3, 30.0% female) and Study 2 (N = 1610, Mage = 21.1 ± 2.1, 51.4% female) both found that IU affected SPD through the independent mediators of rumination and anxiety, as well as the chain mediation of rumination→ anxiety. In Study 1, the indirect effect of IU on SPD was significant through rumination (β = 0.16, 95% CI [0.03, 0.06]), anxiety (β = 0.11, 95% CI [0.03, 0.06]), and the chain mediation (β = 0.02, 95% CI [0.01, 0.04]); in Study 2, the indirect effect of IU on SPD was significant through rumination (β = 0.08, 95% CI [0.05, 0.11]), anxiety (β = 0.10, 95% CI [0.08, 0.13]), and the chain mediation (β = 0.02, 95% CI [0.02, 0.03]).

Conclusion

Two cross-sectional studies found that preservice teachers' SPD is indirectly connected to IU, mediated by rumination and anxiety, and weakly mediated by the chain mediation of rumination and anxiety. Our findings may help educators understand the impact of anti-epidemic policies on preservice teachers and possible inclusive later interventions.

Longitudinal association between interparental conflict and risk-taking behavior among Chinese adolescents: testing a moderated mediation model

BACKGROUND

The interparental conflict has been associated with an increased adolescents' engagement in risk-taking behaviors. However, few studies have examined the potential mediation of deviant peer affiliation and the potential moderation of school climate. Grounded in the ecological system theory, this study aimed to explore the mediating role of deviant peer affiliation and the moderating role of school climate between the association of interparental conflict and risk-taking behavior.

METHODS

This study conducted a longitudinal design (3 time points, 3 months apart) with the sample comprising 550 middle school students in southeastern China (52.91% males; mean age at Time 1 = 15.37). The performed measurements encompassed interparental conflict (T1), deviant peer affiliation (T2), school climate (T3), risk-taking behavior (T1/T2/T3), and demographic information.

RESULTS

The moderated mediation model revealed that after controlling for T1/T2 risk-taking behavior, T1 interparental conflict was longitudinally and positively correlated with T3 risk-taking behavior through T2 deviant peer affiliation. Furthermore, moderated mediation analysis demonstrated that a positive school climate ameliorated the adverse impact of deviant peer affiliation on risk-taking behavior, thereby mitigating the indirect effect of interparental conflict on risk-taking behavior among adolescents.

CONCLUSIONS

Our findings propose a nuanced explanation of the processing mechanisms between interparental conflict and risk-taking behaviors among Chinese adolescents. The theoretical and practical implications of the findings are discussed.

Effect of Teacher Support on Adolescents' Positive Academic Emotion in China: Mediating Role of Psychological Suzhi and General Self-Efficacy

Positive academic emotions can promote good academic performance and development in students. Therefore, how teachers stimulate students to produce more positive academic emotions is particularly important. This study aimed to reveal the underlying mechanism of teacher support and adolescents' positive academic emotions. A total of 854 students from western China participated in this survey, which included the Students' Perception of the Teacher's Behavioural Support Questionnaire, the Psychological Suzhi Questionnaire for Middle School Students, the General Self-Efficacy Scale, and the Achievement Emotions Questionnaire (396 boys; 12 to 20 years old, M_age = 15.3, SD = 2.04). Results showed that (1) teacher support, psychological suzhi, and general self-efficacy were positively correlated with students' positive academic emotion; (2) psychological suzhi and general self-efficacy played a separate mediating role between teacher support and adolescents' positive academic emotion; and (3) teacher support also influenced adolescents' positive academic emotion through the serial mediation of psychological suzhi and general self-efficacy.

The associations between smartphone addiction and self-esteem, self-control, and social support among Chinese adolescents: A meta-analysis

Background

Smartphone addiction has become a social problem that affects the healthy growth of adolescents, and it is frequently reported to be correlated with self-esteem, self-control, and social support among adolescents.

Methods

A meta-analysis was conducted by searching the PubMed, Web of Science, Embase, PsycINFO, PsycArticles, China National Knowledge Infrastructure (CNKI), WANFANG DATA, and Chongqing VIP Information Co., Ltd. (VIP) databases. Stata 16.0 was used to analyse the overall effect and test the moderating effect.

Results

Fifty-six studies were included, involving a total of 42,300 participants. Adolescents' smartphone addiction had a moderately negative correlation with self-esteem (r = -0.25, 95% CI = -0.29 to -0.22, p < 0.001), a strong negative correlation with self-control (r = -0.48, 95% CI = -0.53 to -0.42, p < 0.001), and a weak negative correlation with social support (r = -0.16, 95% CI = -0.23 to -0.09, p < 0.001). Moderation analysis revealed that the correlation between adolescents' smartphone addiction and self-esteem was strongest when smartphone addiction was measured with the Mobile Phone Addiction Tendency Scale for College Students (MPATS; r = -0.38). The correlation between adolescents' smartphone addiction and self-control was strongest when self-control was measured with the Middle school students' Self-control Ability Questionnaire (MSAQ; r = -0.62). The effect of dissertations on smartphone addiction, self-control, and social support among adolescents was significantly larger than that of journal articles. The correlation between adolescents' smartphone addiction and social support was strongest when smartphone addiction was measured with the Mobile Phone Addiction Index (MPAI; r = -0.24). However, the correlations between adolescents' smartphone addiction and self-esteem, self-control, and social support were not affected by age or gender.

Conclusion

There was a strong relationship between smartphone addiction and self-esteem, self-control, and social support among adolescents. In the future, longitudinal research should be carried out to better investigate the dynamic changes in therelationship between smartphone addiction and self-esteem, self-control, and social support.

Systematic review registration

https://www.crd.york.ac.uk/PROSPERO/, identifier: CRD42022300061.

Evaluating a cross-lagged panel model between problematic internet use and psychological distress and cross-level mediation of school administrator support on problematic internet use: The serial mediating role of psychological needs thwarting of online teaching and psychological distress

Background

To reduce the transmission of COVID-19, many teachers across the globe, including teachers in China, were required to teach online. This shift to online teaching can easily result in psychological need thwarting (PNT) of teachers' psychological basic needs (autonomy, competence, and relatedness), leaving them vulnerable to negative psychological outcomes. Resulting negative emotional state may lead to problematic internet use (PIU), which can lead to further psychological distress, forming a vicious cycle.

Methods

The present study was conducted using a cross-lagged panel model (with longitudinal data) and hierarchical linear modeling (HLM) (with cross-sectional data). The aims were to investigate (i) the reciprocal relationships between two specific forms of PIU [problematic social media use (PSMU) and problematic gaming (PG)] and psychological distress among schoolteachers, and (ii) the influence of administrators' support on schoolteachers' PIU through a cross-level serial mediation model (PNT of online teaching was the first mediator and psychological distress was the second mediator affected by PNT of online teaching). Primary and secondary schoolteachers (N = 980; mean age = 34.76; 82.90% females) participated in two surveys (Time 1: mid-November 2021; Time 2: early-January 2022).

Results

Results indicated that (i) high psychological distress at Time 1 was associated with increased levels of PSMU and PG at Time 2. Inversely, PG at Time 1 was associated with increased psychological distress at Time 2, although PSMU at Time 1 did not have a significant influence on psychological distress at Time 2; (ii) during Time 1, increased administrative support contributed to alleviating teachers' psychological needs thwarting of online teaching, thereby lowering their psychological distress which, in turn, resulted in a decrease in PG.

Conclusion

PG had a stronger negative influence on teachers' psychological distress than PSMU. To relieve teachers' PG, administrative support can alleviate teachers' psychological needs thwarting of online teaching and psychological distress. Based on this finding, school managers must consider effective ways to support teachers during mandatory online teaching.

Parental Autonomy Support and Mental Health among Chinese Adolescents and Emerging Adults: The Mediating Role of Self-Esteem

Guided by the dual-factor model and self-determination theory, this study explored the relationship between parental autonomy support and mental health (i.e., life satisfaction and emotional problems) in adolescents and emerging adults, with a focus on the mediating role of self-esteem. We conducted two studies among independent samples in China, including 1617 adolescents aged 10 to 17 years (Mage =12.79, SD = 1.63; 50.7% girls; Study 1) and 1274 emerging adults aged 17 to 26 years (Mage = 20.31, SD = 1.63; 56.6% women; Study 2). All participants completed a set of self-reported questionnaires. The results of both studies validated our hypothesis; specifically, parental autonomy support was positively associated with life satisfaction, but negatively associated with emotional problems (emotional symptoms in Study 1 and depressive symptoms in Study 2). Meanwhile, self-esteem partially mediated the positive relationship between parental autonomy support and life satisfaction (R² = 0.33 in Study 1; R² = 0.38 in Study 2), and partially mediated the negative relationship between parental autonomy support and emotional problems (R² = 0.16 in Study 1; R² = 0.42 in Study 2). In summary, this suggests that the common antecedents of positive and negative indicators of mental health addressed in this study are prevalent in adolescents and emerging adults. These findings have important implications for preventive and interventional efforts aimed at mental health problems in both demographics.

The relationship between physical exercise and mobile phone addiction among Chinese college students: Testing mediation and moderation effects

Background

During the COVID-19 pandemic, suspensions of activities and long periods of self-isolation led to a sharp increase in excessive use of mobile phones, which sparked public concern about mobile phone addiction (MPA). In recent years, more and more attention has been paid to physical exercise as a protective effect of MPA. However, more studies are needed to reveal this relationship and the exact mechanisms, based on which this study tested the mediating and moderating roles of self-control, rumination, psychological distress, and loneliness between physical exercise and MPA.

Methods

In this cross-sectional study, primary data was collected by questionnaire from 1,843 college students (19.75 ± 1.3) from five universities in Sichuan Province in Mainland China. Mobile Phone Addiction Tendency Scale (MPATS), Physical Activity Rating Scale-3 (PARS-3), Self-Control Scale (SCS), Ruminative Response Scale (RRS), Depression Anxiety Stress Scale-21 (DASS-21), and UCLA Loneliness Scale (UCLA-20) were investigated. The mediating models were examined using SPSS PROCESS macro 3.3 software, in which the mediation variables were self-control, rumination, and psychological distress, and the moderation was loneliness. Gender, major, and grade were included as control variables.

Result

Self-control, rumination, and psychological distress played a simple mediating role between physical exercise and MPA. Moreover, not only self-control and rumination but also self-control and psychological distress played the chain mediating roles between physical exercise and MPA. The chain pathways were moderated by loneliness. Specifically, the effect was more substantial among college students with higher loneliness.

Conclusion

The conclusions corroborate and clarify that self-control, rumination, and psychological distress mediated the association between physical exercise and MPA, and the mediation effects were moderated via loneliness. This present study advanced our understanding of how and when college students’ physical exercise was related to MPA. It also illustrates that educators and parents should pay more attention to college students’ physical exercise.

Correlations between smartphone addiction and alexithymia, attachment style, and subjective well-being: A meta-analysis

Background

Smartphone addiction (SA) has become a social problem that affects peoples’ quality of life and is frequently reported to be correlated with alexithymia, avoidant or anxious attachment styles, and subjective well-being. This study aimed to investigate the relationship between SA and alexithymia, attachment style, and subjective well-being.

Methods

A meta-analysis was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The following electronic databases were searched: PubMed, Web of Science, Embase, PsycINFO, PsycArticles, China National Knowledge Infrastructure (CNKI), WANFANG DATA, and Chongqing VIP Information Co., Ltd. (VIP). Stata 16.0 was used to analyze the overall effect and test the moderating effect.

Results

One hundred and ten studies were included, involving a total of 96,680 participants. SA had a significantly high positive correlation with alexithymia (r = 0.40), attachment anxiety (r = 0.37), and negative emotions (r = 0.31), and a low positive correlation with attachment avoidance (r = 0.17). In addition, there was a high negative correlation between SA and subjective well-being (r = –0.33) and a low negative correlation between SA, life satisfaction (r = –0.17), and positive emotions (r = –0.18). A moderation analysis revealed that age significantly moderated the relationship between SA and positive emotions. The tools for measuring SA significantly moderated the relationship between SA, alexithymia, attachment anxiety, and subjective well-being. Meanwhile, subjective well-being measurement tools significantly moderated the relationships between SA, subjective well-being, and negative emotions.

Conclusion

SA was closely related to alexithymia, attachment style, and subjective well-being. In the future, longitudinal research can be conducted to better investigate the dynamic changes in the relationship between them.

Systematic review registration

[www.crd.york.ac.uk/PROSPERO/], identifier [CRD42022334798].

Attachment anxiety and smartphone addiction among university students during confinement: Teacher–student relationships, student–student relationships and school connectedness as mediators

Learning at home during the COVID-19 confinement might affect students' relationships with their peers, teachers, and schools and increase the possibility of smartphone addiction. We hypothesized that attachment anxiety directly and indirectly affects smartphone addiction, with teacher–student relationships, student–student relationships, and school connectedness as mediators. The participants were 999 university students from different regions of China. The results showed that six of the paths were significant except the one between student–student relationships and smartphone addiction. Also, the association between attachment anxiety and smartphone addiction was mediated by teacher–student relationships and school connectedness not but student–student relationships. The current study highlights the mediating effect of school connectedness and teacher–student relationships in the multiple mediation model, and suggests that universities can alleviate the risk of smartphone addiction in distance teaching by cultivating good teacher–student relationships and strengthening students' sense of belonging to their schools.

Parent-adolescent relationships, peer relationships, and adolescent mobile phone addiction: The mediating role of psychological needs satisfaction

INTRODUCTION

Prior studies have shown that parent-adolescent relationships and peer relationships may be important factors associated with adolescent mobile phone addiction (MPA). The present study aims to further explore the direct effects of parent-adolescent and peer relationships on adolescent MPA as well as the indirect effects through the mediating roles of autonomy, competence, and relatedness needs satisfaction.

METHODS

Our sample consisted of 1766 Chinese adolescents (53.10% male; M_age = 13.33, SD = 1.94, range from 10 to 18 years) who completed questionnaires regarding parent-adolescent relationships, peer relationships, psychological needs satisfaction, and MPA. SPSS 24.0 was used to analyze correlations among variables and Mplus 7.4 was used to test the structural equation model in this study.

RESULTS

(1) positive parent-adolescent relationships were negatively associated with adolescent MPA, while peer relationships did not show a significant association with MPA; (2) autonomy and competence needs satisfaction significantly mediated the effects of parent-adolescent and peer relationships on MPA, while the mediating role of relatedness need satisfaction between parent-adolescent and peer relationships and MPA was not significant; (3) the mediating effect of competence need satisfaction between peer relationships and MPA was significantly stronger than that between parent-adolescent relationships and MPA.

CONCLUSIONS

This study explored the different mechanisms by which parent-adolescent and peer relationships influence adolescent MPA. These discoveries may contribute to intervention and prevention programs for adolescent MPA.

Examining the Interplay of Smartphone Use Disorder, Mental Health, and Physical Symptoms

The current study examined antecedents and possible consequences of smartphone use disorder (SmUD). In particular, we aimed to increase the understanding of the interplay of SmUD, mental health, and physical symptoms. Studies found that SmUD is associated with diverse psychological and physical health impairments, ranging from depression and anxiety to headaches and sleep disturbances. Based on existing works, we assumed that mental problems mediate the relationship between SmUD and bodily problems. We conducted a cross-sectional random-quota online survey among 938 German smartphone owners aged 14 to 64 years. An instrument based on the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) was used to measure SmUD severity. The data was analyzed using structural equation modeling. We identified a rate of 4.0% potentially disordered users. Males and younger participants showed more signs of SmUD. As expected, SmUD severity was found to be associated with physical (more frequent headaches, sleep disturbances, gastrointestinal problems) as well as psychological (higher levels of loneliness, stress, depression/anxiety) health impairments. Investigating the interplay of these variables showed that depression and anxiety, and stress partially mediated the relationship between SmUD severity and physical symptoms. Taken together, our results confirm that increased SmUD severity is associated with mental problems as well as with somatic symptoms. We assume complex (and presumably circular) relationships, which future studies should examine in more detail. SmUD prevention and intervention programs should follow a broad approach that considers decreases in physical and mental health, possibly causing or resulting from SmUD.

Research on Adolescents Regarding the Indirect Effect of Depression, Anxiety, and Stress between TikTok Use Disorder and Memory Loss

This research involved the participation of 3036 Chinese students in the first and second years of senior high school. The adolescents were active users of TikTok. The mediating effect of depression, anxiety, and stress between TikTok use disorder and memory loss was investigated. A forward and backward digit span test was applied to measure memory loss. Structural equation modeling (SEM) was established, and SPSS Amos was used for analysis. The results show a partial mediation effect of depression and anxiety between TikTok use disorder and forward digit span. A partial mediation effect of depression, anxiety, and stress between TikTok use disorder and backward digit span is also shown. These results also show gender differences. Attention should be given to male students, who have more depression, anxiety, and stress than female students; they also have more memory loss.

Perceived interparental conflict and problematic social media use among Chinese adolescents: The mediating roles of self-esteem and maladaptive cognition toward social network sites

The present study examined the relationship between perceived interparental conflict and problematic social media use (PSMU) among adolescents, as well as the mediating effects of self-esteem and maladaptive cognition toward social network sites (SNS). A sample of 688 middle school students (56.1% females; M_age = 13.44 years; SD_age = 0.99) was asked to complete a survey. Surveyed items included demographics, the Children's Perception of Interparental Conflict Scale, the Rosenberg Self-esteem Scale, the Chinese Adolescents' Maladaptive Cognitions Scale, and the Facebook Intrusion Questionnaire. After controlling for gender and age, the results showed that: (a) perceived interparental conflict was positively associated with PSMU; (b) this association was significantly mediated by maladaptive cognition toward SNS; and (c) self-esteem and maladaptive cognition toward SNS sequentially mediated this association. This study provides useful insight into the understanding of how perceived interparental conflict increases the risk of PSMU. The results further indicate that concrete approaches are required for the prevention and intervention of PSMU among adolescents.

The association between the Big Five personality traits and smartphone use disorder: A meta-analysis

BACKGROUND AND AIMS

Personality is one of the most frequently investigated variables to shed light on the putatively addictive use of the smartphone. By investigating associations between personality and individual differences in addictive smartphone use, researchers aim to understand if some personality traits predispose technology users to develop addictive behaviors. Here, based on existing empirical literature, we aimed at determining the strength of associations between Big Five personality traits and smartphone use disorder (SmUD) by a meta-analytic approach.

METHOD

For each Big Five personality trait, we performed a meta-analysis of correlations representing their association with SmUD. We also investigated possible publication bias and the moderating effects of age, gender, nationality, length of personality assessments, and time of publication.

RESULTS

We found n = 26 eligible studies. In line with both the Interaction of Person-Affect-Cognition-Execution (I-PACE) model and the framework on problematic mobile-phone use by Billieux, we observed a positive association between Neuroticism and SmUD (r = 0.25), while the association between Extraversion and SmUD was not significant. Partially in line with the aforementioned theoretical frameworks, Conscientiousness was negatively associated with SmUD (r = -0.16). Remaining traits showed smaller associations. No significant publication bias emerged. Moderator analyses showed that time of publication moderated the link between Conscientiousness and SmUD. Moreover, Agreeableness and Conscientiousness showed a heightened inverse association with SmUD among older samples.

CONCLUSIONS

The present meta-analysis provides robust empirical evidence that Big Five personality traits can help to understand individual differences in SmUD, supporting the usefulness of their assessment when planning and targeting interventions aimed at at-risk individuals.

Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students

Does teacher autonomy support significantly facilitate the social competence of undergraduate students in a collective cultural context? Does this study association vary by individual characteristics, such as grit and students’ gender? To answer these research questions, we examine the association between teacher autonomy support and social competence. Moreover, we ascertain whether two dimensions of grit (perseverance and consistency) and/or gender may moderate this association. A convenience sample of 1009 Chinese undergraduate students (M_age = 20.66; SD = 1.30, 47.4% female) was involved in this study, and they were asked to complete a set of self-report questionnaires online. Results of linear regression analyses revealed that (a) teacher autonomy support was positively associated with social competence, and (b) when reporting higher levels of consistency, this association was significantly positive for both males and females; by contrast, when reporting lower levels of consistency, this association was only significant for males but not for females. The current study indicates the beneficial role of teacher autonomy support in undergraduate students’ social competence in a collective cultural context. Furthermore, university-based intervention or prevention programs should focus on facilitating teacher autonomy support for all students; it is noteworthy that, for female students, enhancing consistency should also be incorporated into these programs.