Parent-Adolescent Communication, School Engagement, and Internet Addiction among Chinese Adolescents: The Moderating Effect of Rejection Sensitivity

Li, Jingjing; Yu, Chengfu; Zhen, Shuangju; Zhang, Wei

doi:10.3390/ijerph18073542

Cited by 18 publications

(23 citation statements)

References 60 publications

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“…This scale, developed by Young et al (2004) [40], is widely used to measure the level of Internet addiction among adolescents and has been proven to be reliable and valid in Chinese teenagers [7]. Items are scored on a three-point scale.…”

Section: Young's Diagnostic Questionnairementioning

confidence: 99%

“…Internet addiction not only seriously affects adolescents' normal study and life habits but also damages their physical and mental health development [4,5]. Internet addiction in adolescents has been attributed to lead to absenteeism, declining academic performance, depression, and even extreme ideas and behaviors, such as suicide and crime [6,7]. Therefore, practical remedial and prevention programs must be established, with consideration for the scientific identification of the protective and risk factors and underlying mechanisms for adolescent internet addiction.…”

Section: Introductionmentioning

confidence: 99%

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Self-Control, Consideration of Future Consequences, and Internet Addiction among Chinese Adolescents: The Moderating Effect of Deviant Peer Affiliation

Chen

et al. 2021

IJERPH

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Although a large number of studies have indicated that self-control was an important predictive factor for adolescent internet addiction, the moderating and mediating mechanisms underlying this relationship remain unclear. To address this research gap, the present study, according to social learning theory and the organism–environment interaction theory, tested whether consideration of future consequences mediated the relation between self-control and adolescent internet addiction and whether deviant peer affiliation moderated the relationship between consideration of future consequences and internet addiction. Using longitudinal tracking (two-time points and the interval is 6 months). Three middle schools in Guangzhou were randomly selected. The participants were 1182 students ranging in age from 12 to 15 years (average age: 14.16, SD = 1.29) from three middle schools in Guangzhou (651 boys and 531 girls) in Guangdong Province. Results showed that consideration of future consequences mediated the relationship between self-control and internet addiction. Furthermore, the relationship between future consequence consideration and internet addiction was moderated by deviant peer affiliation. These findings highlighted the potential mediating role of consideration of future consequences in linking self-control to adolescent internet addiction. We also found high deviant peer affiliation weakens the protective effect of future consequence consideration on Internet addiction. This study may provide support for adolescent Internet addiction prevention and have some educational implications.

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Section: Young's Diagnostic Questionnairementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Self-Control, Consideration of Future Consequences, and Internet Addiction among Chinese Adolescents: The Moderating Effect of Deviant Peer Affiliation

Chen

et al. 2021

IJERPH

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“…Excessive internet use may exhibit similar patterns and have similar negative consequences to the life of youths and adolescents compared to other addictive behaviors ( Shapira et al, 2003 ; Young, 2004 ). From the parents’ perspective, the attachment of youths and adolescents to the internet may lead to the passivity in the young people’s daily activities, changes in their psychological states and behaviors, and negative effects on the quality of the parent–child relationship ( van Den Eijnden et al, 2010 ; Shek et al, 2018 ; Restrepo et al, 2020 ; Li et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Parent–Child Relationship Quality and Internet Use in a Developing Country: Adolescents’ Perspectives

Nguyễn

Ngoc²,

Vu³

et al. 2022

Front. Psychol.

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ObjectiveThe goal of the study was to explore the relationship between parent–children relationships related to using the internet among kids and potentially associated factors.Materials and MethodsA sample of 1.216 Vietnamese students between the ages of 12 and 18 agreed to participate in the cross-sectional online survey. Data collected included socioeconomic characteristics and internet use status of participants, their perceived changes in relationship and communication between parents and children since using the internet, and parental control toward the child’s internet use. An Ordered Logistic Regression was carried out to determine factors associated with parent–children relationship since using the internet.ResultsThe characteristics of the relationship between children and their parents since using the Internet were divided into three levels: deterioration (7.0%), stability (78.2%), and improvement (14.8%). The topics that children most often communicate with their parents include learning, housework, and future directions. Two-way interactive activities, such as supporting parents to use the Internet, have a positive impact on the parent–child relationship. Stubborn parental control, such as establishing rules about contact or allowing Internet access and setting up global positioning system (GPS) to track negatively affecting parent–child relationships.ConclusionFindings indicated that changes in the quality of the parent–child relationship were self-assessed by participants regard to kids’ internet use, especially in the COVID-19 epidemic context. Educational campaigns and programs to raise awareness of parents as to the dangers and negative influences that their children may encounter online, psychology of children’s behaviors and effects of different responding strategies are recommended.

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“…In the study conducted by Millings et al (2012) among adolescents aged from 11 to 16, they found that being connected with school served as a protective factor against depression. The literature has also indicated that students with higher school engagement have a lower level of anxiety (Lester et al, 2013), loneliness (Al-Yagon et al, 2016), aggressive behavior (Chapman et al, 2011), suicidal ideation (Marraccini & Brier, 2017), delinquency (Lee et al, 2018), emotional stress (Resnick et al, 1997), dropout (Archambault et al, 2009), and internet addiction (Li et al, 2021). In addition to the negative relationship between school engagement and negative experiences, the literature has shown a positive relationship finding between school engagement and positive psychological outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…School engagement is closely associated with numerous behavioral, emotional, social, psychological, and academic outcomes (Libbey, 2004). Individuals with high school engagement are at lower risk for many negative experiences (Li et al, 2021; Wang & Fredricks, 2014; Wang & Peck, 2013; Zhu et al, 2019). In the study conducted by Millings et al (2012) among adolescents aged from 11 to 16, they found that being connected with school served as a protective factor against depression.…”

Section: Introductionmentioning

confidence: 99%

School engagement and self‐esteem among Turkish secondary school students: A moderated‐mediation model for academic achievement and gender

Karababa

2022

Psychology in the Schools

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The study aimed to examine the direct relationships between school engagement, academic achievement, and self‐esteem, and whether academic achievement mediated the relationship between school engagement and self‐esteem among Turkish secondary school students. An additional aim of the study was also to test whether these associations were moderated by gender. The study sample consisted of 402 adolescents (207 female–195 male) studying at the secondary school, aged from 11 to 14 years old. The study findings showed both the significant direct positive associations among the studied variables and the mediating role of academic achievement in the relationship between school engagement and self‐esteem. It also found that the direction, strength, and structure of the direct and indirect relationships among the studied variables did not differ between the two gender groups. In conclusion, students who have higher levels of school engagement tend to show improvements in their academic achievement, and achieving better educational performance promotes higher self‐esteem. Directions for future research and application were discussed.

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Parent-Adolescent Communication, School Engagement, and Internet Addiction among Chinese Adolescents: The Moderating Effect of Rejection Sensitivity

Cited by 18 publications

References 60 publications

Self-Control, Consideration of Future Consequences, and Internet Addiction among Chinese Adolescents: The Moderating Effect of Deviant Peer Affiliation

Self-Control, Consideration of Future Consequences, and Internet Addiction among Chinese Adolescents: The Moderating Effect of Deviant Peer Affiliation

Parent–Child Relationship Quality and Internet Use in a Developing Country: Adolescents’ Perspectives

School engagement and self‐esteem among Turkish secondary school students: A moderated‐mediation model for academic achievement and gender

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