Generalized problematic Internet use and regulation of social emotional competence: The mediating role of maladaptive cognitions arising from academic expectation stress on adolescents

Internet Use Behavior and Adolescent Mental Health: The Mediating Effects of Self-Education Expectations and Parental Support

Purpose

This study focuses on how Internet use behavior affects adolescents' mental health and whether self-education expectations and parental support mediate the relationship between Internet use behavior and adolescents' mental health.

Methods

The data for this paper came from the results of the student questionnaire of the 2018 Programme for International Student Assessment (PISA 2018), which was a structured questionnaire that asked students about their family situation, school life, studies, internet use, and mental health, among other things. A sample of 336,600 children in grades 7-13 was selected for this study. The data were analyzed using STATA version 16 and the theoretical framework was tested using a mediated effects model.

Results

The results of the study showed that Internet use behavior made a positive contribution to mental health and the mediating effects of self-education expectations and parental support on the relationship between Internet use behavior and adolescent mental health were all significant.

Conclusion

It is recommended that appropriate policies should be formulated to help adolescents use the Internet rationally, and the positive effects of parental support and self-education expectations should be utilized.

Associations Between Academic Stress, Mental Distress, Academic Self-Disclosure to Parents and School Engagement in Hong Kong

Numerous studies have indicated that academic stress is associated with various detrimental personal physical and emotional outcomes; however, relatively few studies have explored how academic stress affects adolescents' interactions with their significant others in families and schools, which are two important social systems for school-age adolescents. In addition, there are also few studies examining how academic stress influences adolescents' self-disclosure to parents and school engagement in East Asian districts particularly in Hong Kong, where the level of academic stress among adolescents is high. This study examines how academic stress affects mental distress, academic self-disclosure to parents and school engagement and explores gender differences in the risk for the outcomes of academic stress. One thousand and eight hundred and four students from eight secondary schools in Hong Kong participated in this study. The results indicate that academic stress has a significant association with all three outcomes, but the correlation with school engagement is positive, which is contrary to the findings of most previous studies. The possible reasons for such positive association are discussed. In addition, the model can be applied to both genders, but females are more susceptible to the detrimental outcomes of academic stress by suffering a higher level of mental distress. This study suggests that academic stress should be an important entry point to tackle adolescents' mental distress while interventions should be targeted at females who are experiencing a higher level of mental distress. In addition, in view of the significant associations between academic stress and self-disclosure to parents, as well as between academic stress and school engagement, suggestions are provided to families and schools on how to proactively provide support to those students who are experiencing academic stress.

Examining the Relationships Between Adolescents' Emotion Regulation Levels and Social Media Addiction

Objective: This study aims to examine the relationship between adolescents’ emotional regulation strategies and social media addiction. Methods: 1151 adolescents aged between 14 and 18 participated in the study (Mage = 14.44, SD =4.97). 63.8% of the participants in the study were girls and 36.2% were male. Researchers used the Emotion Regulation Scale and the Social Media Addiction Scale. In the study, we performed correlation analysis to determine the relationships between the variables. We used the structural equation model to test the predictive relationship between emotion regulation on social media addiction. We used SPSS 22, LISREL 9.1 program for statistical analysis. Results: The results show that there are low-level, negative correlations between social media addiction and reappraisal of emotions. Similarly, there are low-level, positively significant relationships between suppression of emotions and social media addiction. Another result of the study reveals that reappraisal and suppression of emotions have a predictive effect on social media addiction. Conclusion: The results show that reappraisal emotions reduce social media addiction, while suppression increases social media addiction.

Social-Emotional Learning Competencies and Problematic Internet Use among Chinese Adolescents: A Structural Equation Modeling Analysis

To advance the understanding about social-cognitive factors related to Chinese adolescents’ experience with problematic Internet use (PIU), we examined the associations between social-emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, self-awareness, and social relationship) and problematic Internet use (PIU) among 1141 11th grade high school students from Southwest China. Through comparing the latent means of PIU across students with different demographic background (i.e., gender, social-economic status, left-behind status), the study found that male students endorsed higher levels of overall PIU and more problematic time management with Internet use than female students. No latent PIU mean differences were observed across family income and students’ left-behind status. Using structural equation modeling (SEM) while controlling for demographic factors, overall SEL competencies were found to have a significantly negative association with PIU. Meanwhile, all five SEL domains were also negatively associated with students’ PIU. The findings imply the importance of fostering SEL competencies in preventing PIU among Chinese adolescents. The study provides important practical implications for informing school-based SEL competencies programs for PIU prevention among Chinese youths.

Prevalence and Interpersonal Correlates of Internet Gaming Disorders among Chinese Adolescents

This study investigated the prevalence and interpersonal correlates of Internet gaming disorders (IGD) among Chinese adolescents. A cross-sectional survey was conducted in two cities (Shanghai and Xi’an) in China. A total of 2666 (Mean_age = 12.77 ± 0.75) year-one students from eight middle schools completed a self-reported questionnaire. It tested their levels of IGD, parental psychological control, negative interpersonal events (physical/verbal abuse by parents, verbal abuse by teachers, peer/online bullying), social support from parents/peers, and positive relationships with parents/peers. Results showed that 346 participants (13.0%) were classified as having IGD. Gender, city, single-parent family, family socio-economic status, and mother’s education level were significantly associated with the risk of IGD. Logistic regression analyses with and without controlling for the significant background variables showed that the studied interpersonal variables were significantly associated with IGD, respectively. Forward stepwise logistic regression showed that the significant correlates of IGD included parental psychological control, physical/verbal abuse by parents, verbal abuse by teachers, and peer/online bullying. Results highlight the importance of addressing interpersonal risk factors to reduce adolescent IGD. Limitations and implications of this study are discussed.

The role of school connectedness and maladaptive cognitions in the association between stress and Internet addiction: A serial mediation model

PURPOSE

To explore the mediating effect of school interest and maladaptive cognitions in the relationship between stress and Internet addiction.

DESIGN AND METHODS

A total of 2271 high school students were recruited from a Chinese high school. Serial mediation model was used.

RESULTS

School interest and maladaptive cognitions had 0.03 and 0.13 indirect effects in the association between stress and Internet addiction, and accounting for 7.9% and 34.2% of the total effect, respectively. The serial indirect effect of school interest and maladaptive cognition was 0.05, accounting for 13.2% of the total effect.

PRACTICE IMPLICATIONS

The present study highlights the need of reducing stress and increasing school interest among high school students to prevent and intervene the occurrence of Internet addiction.

Beyond "Facebook Addiction": The Role of Cognitive-Related Factors and Psychiatric Distress in Social Networking Site Addiction

The use of social networking sites (SNSs) is rapidly increasing as billions of individuals use SNS platforms regularly to communicate with other users, follow the news, and play browser games. Given the widespread use of SNS platforms, investigating the potential predictors of addictive SNS use beyond Facebook use has become paramount given that most studies so far focused on "Facebook addiction." In this study, a total of 511 English-speaking SNS users (58.1% young adults aged 20-35 years; 64.6% female) were recruited online and asked to complete a battery of standardized psychometric tools assessing participants' sociodemographic characteristics, SNS preferences and patterns of use, SNS addiction, preference for online social interaction, maladaptive cognitions, fear of missing out (FoMo), dysfunctional emotion regulation, and general psychiatric distress. Overall, about 4.9% (n = 25) of all participants could be classed as having a high SNS addiction risk profile. Moreover, the results further indicated that FoMo (β = 0.38), maladaptive cognitions (β = 0.25), and psychiatric distress (β = 0.12) significantly predicted SNS addiction (i.e., p < 0.0001) and accounted for about 61% of the total variance in SNS addiction, with FoMo providing the strongest predictive contribution over and above the effects of sociodemographic variables and patterns of SNS use. The implications of the present findings were discussed in light of extant literature on behavioral addictions and Facebook addiction and further considerations were provided regarding the potential clinical implications for cognitive-based psychological treatment approaches to SNS addiction.

Uso Problemático da Internet em Adultos: Que relação com sintomas clínicos?

Este estudo teve como objetivo analisar a relação entre o uso problemático da internet, sintomas de depressão, ansiedade e stress, e autoconceito. Participaram 265 adultos, que responderam a um questionário sociodemográfico, à Escala de Uso Generalizado Problemático da Internet, Escala de Ansiedade, Depressão e Stress-21 de Lovibond & Lovibond e ao Inventário de Autoconceito. Quanto maior revela ser a preferência de interação social online, a utilização da Internet para regular o humor, a autorregulação deficiente e as consequências negativas do uso da Internet, maior é a intensidade dos sintomas de ansiedade, depressão, e stress e menor o autoconceito total.