Reciprocal Relationships Between Problematic Social Media Use, Problematic Gaming, and Psychological Distress Among University Students: A 9-Month Longitudinal Study

Abstract

BackgroundThe causal relationships between two specific types of problematic use in internet-related activities [i.e., problematic social media use (PSMU) and problematic gaming (PG)] and psychological distress remain controversial. The present study investigated the temporal relationships between PSMU, PG, and psychological distress (i.e., anxiety, depression) in university students.MethodsHong Kong and Taiwan university students [N = 645; nmale = 266; mean = 20.95 years (SD = 5.63)] were recruited for a survey study, with follow-ups at 3, 6, and 9 months after baseline assessment. The Bergen Social Media Addiction Scale, Internet Gaming Disorder Scale-Short Form, and the Hospital Anxiety and Depression Scale were used to assess studied variables. Demographics including age, physical characteristics (i.e., height, weight, and body mass index), and cigarette use were compared between participants who completed all the follow-ups and those who dropped out. Random intercept cross-lagged models were constructed to understand the reciprocal relationships between PSMU, PG, and psychological distress.ResultsNo significant differences were found in age, physical characteristics, and cigarette use between participants who completed all the follow-ups and those who dropped out. Findings indicated that a high level of PSMU significantly increased the level of anxiety and a high level of anxiety significantly increased the level of PSMU. A high level of PSMU significantly increased the level of depression but the level of depression did not significantly affect the level of PSMU. A high level of PG significantly increased the level of anxiety, but the level of anxiety did not significantly affect the level of PG. A high level of depression significantly increased the level of PG, but the level of depression did not significantly affect the level of PG.ConclusionThe patterns of the causal relationship between PIU and psychological distress variables differ. A reciprocal relationship was only found between the level of PSMU and the level of anxiety. Moreover, the longitudinal design found no differences in the waves in terms of gaming by the participants.

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

“…Concerning hypotheses tested in the cross-lagged panel model, most schools around the world adopted mandatory online teaching to maintain uninterrupted learning ( 1 , 2 , 5 , 79 ) which exposed schoolteachers to high levels of stress and may have induced inappropriate coping methods among some individuals (e.g., PIU). The findings here lend support to the I-PACE model ( 39 , 40 ) and the bidirectional lens adopted in prior studies ( 18 , 19 , 45 ). For example, prior studies have reported increased PIU among normal adults during home restriction ( 80 – 82 ) and the COVID-19 literature also shows that for individuals who needed to work from home, PIU was significantly correlated with psychological distress during this period ( 83 , 84 ).…”

“…Moreover, in addition to the influence of psychological distress on individuals' PIU, PIU might also inversely increase psychological distress. This bi-directional association has been confirmed in recent studies ( 19 , 45 ). As addictive behaviors develop, PIU may inversely enhance an individual's negative emotions as a result of their inability to adapt to their surroundings.…”

“…In addition to an increased work load due to the need to prepare online learning tasks ( 15 – 17 ), other sources of harm related to schoolteachers' mental health may have stemmed from other possible risk factors during this emergency period. One of these factors is problematic internet use (PIU), which has been shown to have a reciprocal relationship with negative psychological outcomes (i.e., each variable increases the vulnerability of experiencing the other) based on both cross-sectional and longitudinal studies ( 18 , 19 ). A few studies have also found clear associations between PIU and teachers' negative psychological outcomes ( 9 , 20 , 21 ), including significant correlations with problematic social media use (PSMU) ( r = 0.31) ( 9 ), significant differences between quartiles for emotional exhaustion, depersonalization, and decline of personal accomplishment (one-way ANOVA; p < 0.001) with higher internet addiction scores associated with higher levels of teacher burnout ( 21 ), and significantly higher frequency of depression among internet addicts vs. non addicts ( t -tests; p < 0.001) ( 21 ).…”

Problematic Social Networking Site use-effects on mental health and the brain

“…Recently, there is an increasing number of longitudinal studies on problematic social media use, some of them during COVID-19 pandemic with some conflicting results. A reciprocal relationship was reported between the level of problematic SNS use and anxiety over 9 months among Hong Kong and Taiwanese students ( 89 ). Increased insomnia and problematic SNS use was reported after 3 month follow-up among Iranian adolescents ( 90 ).…”

Subjective attitudes moderate the social connectedness in esports gaming during COVID-19 pandemic: A cross-sectional study

“…Therefore, in this situation, social connections among esports participants could be worse rather than being consolidated. From the perspective of psychological wellbeing, if esports is not applied properly, it can be the subjects of addiction and hence have a negative impact on a person's mental health (31)(32)(33)(34)(35).…”