Social anxiety and social skills via problematic smartphone use for predicting somatic symptoms and academic performance at primary school

Przepiórka, Aneta; Błachnio, Agata; Cudo, Andrzej; Kot, Paweł

doi:10.1016/j.compedu.2021.104286

Cited by 21 publications

(13 citation statements)

References 73 publications

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“…We suspect that the result is due to two aspects. First, generalized anxiety may not directly increase smartphone addiction, and anxiety should be divided into more specific types, such as social anxiety (Przepiorka et al, 2021 ) and attachment anxiety (Han et al, 2017 ). In particular, smartphone addiction is associated with social anxiety (Ran et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

The relationship between anxiety and depression with smartphone addiction among college students: The mediating effect of executive dysfunction

Liu

Cao

et al. 2023

Front. Psychol.

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Smartphone addiction symptom is increasing globally. Many studies have found that negative emotion is associated with smartphone addiction, but few explore the mediating effect of executive dysfunction. In a large-scale, cross-sectional survey, 421 Chinese college students completed measures on anxiety, depression, smartphone addiction, and executive dysfunction. We surveyed the prevalence of depression, impaired executive function, and smartphone addiction. A confirmatory factor analysis was performed on the questionnaire structure, and the mediation models were used to examine the relationship between anxiety, depression, impaired executive function, and smartphone addiction. The main finding indicated that anxiety, depression, and executive dysfunction were positively and significantly associated with smartphone addiction. Executive dysfunction plays a mediation role between anxiety and depression with smartphone addiction. Specifically, executive dysfunction completely mediates the pathway of anxiety and smartphone addiction and partly mediates the path of depression and smartphone addiction. Depression directly predicted smartphone addiction positively but anxiety did not. The sample consisted of Chinese college students, which limits generalizability and self-reported lack of objectivity. The result suggests that we should pay more attention to the mediating role of executive dysfunction between negative emotion and smartphone addiction.

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Section: Discussionmentioning

confidence: 99%

The relationship between anxiety and depression with smartphone addiction among college students: The mediating effect of executive dysfunction

Liu

Cao

et al. 2023

Front. Psychol.

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“…Studies conducted with middle school (Chen et al, 2015), high school (Mei et al, 2016) and college (Özdemir et al, 2014) students have reported that male students' Internet and PSU levels are higher than those of female students. However, there are also studies stating that PSU does not differ by gender (Przepiorka et al, 2021) or that PSU is higher in girls (Andreassen et al, 2017; Sun et al, 2012). Accordingly, it can be said that there is no consensus in the literature on the relation between gender and PSU and that this relation differs from culture to culture (Su et al, 2019).…”

Section: Theoretical Framework and Hypothesesmentioning

confidence: 99%

“…Indeed, according to the April 2021 social media usage statistics report, the number of social media users increased by 13.7% in the last year, making up 55.1% of the world's population (Kemp, 2021). It has been frequently noted in the literature that young individuals and children are at high risk for problematic social media use (PSU Dhir et al, 2017; Przepiorka et al, 2021). Guedes et al (2016) defined PSU as unhealthy use of social media that has negative effects on personal, social, family, and professional life.…”

Section: Introductionmentioning

confidence: 99%

Academic procrastination using social media: A cross‐sectional study with middle school students on the buffering and moderator roles of self‐control and gender

Üztemur

Di̇nç

2022

Psychology in the Schools

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Temporary school lockdowns and physical distancing practices due to the Covid‐19 pandemic have led to the risk of problematic social media use (PSU) in students who need to socialize. The effect of PSU on students' academic commitment and the mechanisms that moderate this effect spark interest in researchers. For this reason, the present study sought answers to the following two research questions: (a) Whether PSU positively predicts academic procrastination (AP), (b) Whether this relation is moderated by self‐control and gender. Employing the additive multiple moderation model, the study was carried out with 370 Turkish middle school students (female: 65.1%, Mage: 12.82). The findings indicate that PSU positively affects AP. The positive effect of PSU on AP is higher in boys than in girls. Self‐control acts as a buffering moderator in the positive effect of PSU on AP. As students' self‐control levels increase, the positive effect of PSU on AP weakens. Self‐control plays a greater role as a buffering moderator in girls than in boys. Regarding the context of middle school students' PSU and AP, the results extend the literature, which states that boys tend to act more impulsively. Also, this study adds new empirical evidence to the literature regarding the importance of high levels of self‐control in minimizing the negative effects of PSU, which has become more common among middle school students after the Covid‐19 pandemic, on AP.

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“…In this regard, different investigations (Nasaescu et al, 2018;Wang et al, 2019;Giumetti et al, 2021) have shown that the so-called social skills, when acquired, improve positive interpersonal relationships and prevent violent behaviors on the Internet. Since these users are characterized by being good communicators, they know how to negotiate conflicts in a constructive way, they seek help when they need it, and adopt responsible social behaviors (Del Toro and Wang, 2021;Przepiorka et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, it has been shown that, in ethnic, religious, and cultural minority groups, the absences of these skills are closely related to the appearance of depression, anxiety, and the decrease of self-control in adolescents (Lee et al, 2021;Przepiorka et al, 2021) that are reflected, in some cases, with hostile behaviors (Wasserman et al, 2021). Likewise, minority groups are less integrated into the environment, have lower levels of empathy, less self-control, greater impulsivity, and a higher index of antisocial behaviors, which makes it easier for them to assume the role of aggressor in racist or xenophobic cyberbullying (Zych and Llorent, 2021).…”

Section: Introductionmentioning

confidence: 99%

Correlational study on cyberbullying and social abilities in intercultural teenagers

2022

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This article analyzes the relationship between cyberbullying profile by racist reasons and social abilities in a group of intercultural teenagers living in Spain (N = 1478). The study includes participants aged between 12 and 16 years old (M = 13.99; SD = 1.352). Of these, 738 were male (49.9%) and 740 were female (50.1%). A correlational study was carried out using online tools with suitable psychometrics parameters (content-construct validity and reliability). The first one was a scale that measured social abilities, and the second one evaluated racist or xenophobic cyberbullying, differentiating the victim and aggressor profiles. The results indicated five main findings: (1) generally, the participants analyzed present all their social abilities; (2) for the most part, these participants do not normally experience cyberbullying; (3) a positive correlation exists between the majority of social abilities analyzed and the cybervictim profile. It was also observed a negative correlation between the social ability associated with the ability of making requests and this profile; (4) there is a positive correlation among the six social abilities analyzed and the cyberaggressor profile; (5) the racist or xenophobic cyberbullying are driven not only by the absence of social abilities, but in some cases, they are also driven by socio-demographic variables (i.e., age and gender). Likewise, this work shows how the absence of some social abilities in some participants involve racist or xenophobic experiences as victims and as aggressors, which may be of interest for the analysis of teenagers’ behavior in intercultural contexts, as well as according to age and gender. More transcultural research need to be carried out to know the global perspective of the link between social abilities and the different profiles of racist and xenophobic cyberbullying, framed in the context of social psychology and studies of mass communication.

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Social anxiety and social skills via problematic smartphone use for predicting somatic symptoms and academic performance at primary school

Cited by 21 publications

References 73 publications

The relationship between anxiety and depression with smartphone addiction among college students: The mediating effect of executive dysfunction

The relationship between anxiety and depression with smartphone addiction among college students: The mediating effect of executive dysfunction

Academic procrastination using social media: A cross‐sectional study with middle school students on the buffering and moderator roles of self‐control and gender

Correlational study on cyberbullying and social abilities in intercultural teenagers

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