How do Interpersonal Relationships Relieve Adolescents’ Problematic Mobile Phone Use? The Roles of Loneliness and Motivation to Use Mobile Phones

Liu, Ru-De; Hong, Wei; Zhou, Xiao

doi:10.3390/ijerph16132286

Cited by 57 publications

(40 citation statements)

References 50 publications

(73 reference statements)

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“…In addition, lonely adolescents tend to prefer online communication and are more likely to use the internet as a coping strategy for stressful relationships leading to more PIU [ 45 ]. Similarly, recent research has shown that negative teacher-student relationships have an indirect effect on problematic mobile phone use through loneliness and motivation to escape negative emotions [ 46 ]. Conversely, it is likely that PIU may also have detrimental effects upon interpersonal relationships.…”

Section: Discussionmentioning

confidence: 99%

School-based relationships and problematic internet use amongst Chinese students

et al. 2021

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The potential for adolescent mental health problems arising from heavy internet use is significant. There is a need to better understand the risk and protective factors related to problematic internet use (PIU) amongst adolescents. This study examined the role of adolescents’ perceptions of school-based relationships as potential contextual antecedents to problematic internet use. Specifically, 6552 adolescent students (55.9% boys, 13.51 ± 2. 93 years) from 22 primary and middle schools in southern China completed questionnaires to measure the degree of adolescent conflict with peers, teachers and other staff, school connectedness, perceived classroom atmosphere and problematic internet use. Self-reported data was collected using a two-level stratified sampling. Multiple regression analyses showed that conflict with peers and teachers was positively associated with higher levels of PIU, while school connectedness and perceived classroom atmosphere were negatively associated with PIU. An interaction effect was found for conflict with peers and grade level, such that the association between conflict with peers and PIU was stronger for secondary students compared to primary school students. The results support the need for school-based interventions for PIU to include a focus on conflict with peers and teachers, and for a focus on the enhancement of school connectedness and classroom atmosphere.

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Section: Discussionmentioning

confidence: 99%

School-based relationships and problematic internet use amongst Chinese students

et al. 2021

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“…Thus, face-to-face communication with others may bring additional pressures to them. This may encourage a reliance on mobile phones as a form of escape and compensation for their interpersonal communication in the real world ( Zhen et al, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

Post-Traumatic Stress Disorder, Mobile Phone Dependence, and Academic Boredom in Adolescents During the COVID-19 Pandemic

Shen

Zhou

2021

Front. Psychol.

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Background: The coronavirus disease (COVID-19) pandemic has threatened adolescents’ mental health and even elicited their academic problems. Post-traumatic stress disorder (PTSD) is one of the most common negative psychological reactions, and academic boredom is a typical academic problem to the pandemic. PTSD might be related to academic boredom, but the underlying mechanism of this potential relation in the context of the COVID-19 pandemic remains unclear.Aims: Under the framework of the job demands–resources model and the model of compensatory internet use, this study aims to examine the mediating role of mobile phone dependency in the relation between PTSD and academic boredom.Methods: Six hundred and thirty-one middle school students in Hubei Province were investigated using self-report questionnaires. SPSS19.0 and Mplus7.0 were used for data analysis.Results: PTSD symptoms were associated positively with academic boredom, and mobile phone dependence played a mediating role in the relation between PTSD and academic boredom. Specifically, adolescents with severe PTSD symptoms tended to report greater dependency on mobile phones, and hence show higher levels of boredom in learning.Conclusion: PTSD symptoms of adolescents directly aggravated their academic boredom, and indirectly affected academic boredom by increasing their dependence on mobile phones.

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“…On the other hand, the speed of access to psychological help with the help of mobile devices was considered earlier, but rarely in the context of helping teenagers. Scientists often proceeded from the fact that adolescents most of the time are under the care and supervision of either teachers or parents, therefore psychological assistance is largely the responsibility of these categories of persons [28]. The ever deeper penetration of the digital environment in particular, and into human family relations, leads to the fact that the online and mobile life of adolescents is rarely completely controllable and can itself provoke negative behavioral changes [29].…”

Section: Discussionmentioning

confidence: 99%

Mobile and Web-Based Support in Overcoming Behavioral Difficulties of Adolescents

Kassen

Kudaibergenova

Mukasheva

et al. 2021

Int. J. Emerg. Technol. Learn.

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A significant proportion of adolescents and young adults experience behavioral difficalties as they grow up. Minor disorders without control and relief can cause significant psychological problems and disorders or form dangerous life paths for a teenager. Mobile devices and applications have been actively used for over a decade to monitor and provide psychological assistance to adolescents. The aim of this study was to identify the level of effectiveness of the impact of mobile and online support for adolescents on the assessment of changes in problem behavior and psychological state of adolescents. The study involved 672 adolescents aged 13 to 15 years from one of the schools in Almaty (Kazakhstan). The participants were divided into three groups, one of which received online and mobile regular psychological support and information, the second, the support group, received support in face-to-face communication with teachers, parents and psychologists, and the third, the control group, received support only upon request from the teenager. or his parents. According to the results of the study, a survey was con-ducted on the Likert scale, in which adolescents, parents and teachers assessed the level of behavioral changes associated with the condition and behavior diffi-culties. In the experimental group, the assessment of behavioral changes reached a maximum of 4.028 on a 5-point scale of positive changes, while the other two groups lagged significantly (2.402 for the support group and 2.12 for the control group). The practical significance of the study lies in the possibility of effective implementation of a support system for adolescents at school based on existing mobile devices and instant messengers without significant costs.

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How do Interpersonal Relationships Relieve Adolescents’ Problematic Mobile Phone Use? The Roles of Loneliness and Motivation to Use Mobile Phones

Cited by 57 publications

References 50 publications

School-based relationships and problematic internet use amongst Chinese students

School-based relationships and problematic internet use amongst Chinese students

Post-Traumatic Stress Disorder, Mobile Phone Dependence, and Academic Boredom in Adolescents During the COVID-19 Pandemic

Mobile and Web-Based Support in Overcoming Behavioral Difficulties of Adolescents

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