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

Peng, Shun; Zhou, Bingping; Wang, Xia; Zhang, Hongpo; Hu, Xiangen

doi:10.1016/j.addbeh.2020.106319

Cited by 31 publications

(23 citation statements)

References 43 publications

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“…In line with our first hypothesis, the results showed that teacher autonomy support was positively associated with social competence. This finding further confirms SDT [ 16 , 17 ] and extends emerging literature documenting the beneficial role of autonomy support on Chinese individuals’ optimal functioning [ 14 , 71 , 72 ]. One possible explanation is that with rapid economic development and the ever-increasing cultural exchanges between Chinese society and Western societies, independence and autonomy in Chinese culture are more emphasized than before [ 72 ].…”

Section: Discussionsupporting

confidence: 87%

“…Therefore, it is suggested that future studies should obtain external informants (e.g., teachers) to ascertain these study associations further. Third, although teacher autonomy support has been demonstrated as one of the significant influences on undergraduate students’ adaptive functioning [ 71 , 72 ], this study fails to consider other salient sources of autonomy support, such as peers. This is because undergraduate students spend an extensive amount of time with peers, who are regarded as another critical figure of emotional and social support [ 80 ].…”

Section: Discussionmentioning

confidence: 99%

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

Chun-hua

Lan

2020

IJERPH

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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 (Mage = 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.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

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

Chun-hua

Lan

2020

IJERPH

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“…Very early research on the addictive use of the Internet was published in 1996 [8]. Many researchers prefer to use the term "Internet use disorder" [5,9] or "smartphone use disorder" [10][11][12], instead of "addiction"; however, these terms have still not been accepted by ICD-11 or DSM-5 [13].…”

Section: Introduction 1internet Smartphone or Tiktok Use Disordermentioning

confidence: 99%

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

Sha

Dong

2021

IJERPH

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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.

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“…Therefore, we explicitly state that most studies in the field clearly investigated individual differences in the tendencies towards SmUD (on a subclinical level). Nevertheless, we use the SmUD term to strive for unification of terms in the field of technology use disorders in the literature; see also that other researchers use this terminology; e. g. Gao, Jia, Fu, Olufadi, and Huang (2020), Peng, Zhou, Wang, Zhang, and Hu (2020).…”

Section: Introductionmentioning

confidence: 99%

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

Marengo

Sindermann

Häckel

et al. 2020

JBA

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Background and aimsPersonality 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.MethodFor 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.ResultsWe 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.ConclusionsThe 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.

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

Cited by 31 publications

References 43 publications

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

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

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

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

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