The Impact of Long-Term Online Learning on Internet Addiction Symptoms among Depressed Secondary School Students: Insights from a Cross-Panel Network Analysis

Tao, Yanqiang; Tang, Qihui; Zou, Xinyuan; Wang, Shujian; Ma, Zijuan; Liu, Xiangping; Zhang, Liang

doi:10.3390/bs13070520

Cited by 4 publications

(1 citation statement)

References 70 publications

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“…Thus, students who are unable to adapt to online learning may experience some changes in their mental health situation or behaviour after long-term online learning. This suggestion is supported by studies showing that online learning and an increased frequency of smartphone use may be positively associated with PSU ( Tao et al., 2023 ). However, the symptom-level relationship between long-term online learning and changes in students' psychological states and the possible effect of FoMO on this process remains relatively unexplored.…”

Section: Introductionmentioning

confidence: 70%

The impact of long-term online learning on social anxiety and problematic smartphone use symptoms among secondary school students with different levels of fear of missing out: Evidence from a symptom network and longitudinal panel network analysis

Tao,

Tang,

Wang

et al. 2024

JBA

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BackgroundThe advancement of communication technology and the impact of the COVID-19 pandemic have led to an increased reliance on online education. However, the effects of the long-term use of smart devices for online learning on students' social anxiety and problematic smartphone use (PSU) and the role of fear of missing out (FoMO) in this process have yet to be fully explored.MethodsThis study analysed longitudinal data from 2,356 high school students (female = 1,137 (48.26%), mean age = 13.84, SD age = 1.37) in China, divided into high- and low-FoMO groups based on their scores on the FoMO scale, to examine the impact of four months of online learning on social anxiety and PSU. The Social Anxiety Scale (SAS) and Mobile Phone Addiction Index (MPAI) were used to assess social anxiety and PSU symptoms.ResultsThe undirected symptom networks revealed more bridge symptoms among the students in the high-FoMO group, although their overall symptom scores decreased. The results of the directed cross-lagged panel networks showed that “productivity loss” predicted other symptoms in the low-FoMO group but that “afraid of negative evaluation” was the predictor in the high-FoMO group. Meanwhile, “withdrawal/escape” and “productivity loss” were the symptoms that were most affected by other symptoms in the high-FoMO and low-FoMO groups, respectively.ConclusionsThe current study therefore sheds light on the changes in social anxiety and PSU symptoms among secondary school students during long-term online learning, as well as the moderating role of FoMO.

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Section: Introductionmentioning

confidence: 70%

The impact of long-term online learning on social anxiety and problematic smartphone use symptoms among secondary school students with different levels of fear of missing out: Evidence from a symptom network and longitudinal panel network analysis

Tao,

Tang,

Wang

et al. 2024

JBA

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Effects of attention to negative information on the bidirectional relationship between fear of missing out (FoMO), depression and smartphone addiction among secondary school students: Evidence from a two-wave moderation network analysis

Tao

Tang

Zou

et al. 2023

Computers in Human Behavior

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The association between online learning, perceived parental relationship, anxiety, and depression symptoms among secondary school students: insight from symptom network and cross-lagged panel network approach

Tao,

Niu,

Tang

et al. 2024

BMC Public Health

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Introduction Anxiety and depression often co-occur in adolescents, with factors from family and school playing a significant role in the comorbidity. However, network analysis has not examined and clarified the detailed bridge and central symptoms of this comorbidity caused by online learning and perceived parental relationships across different COVID-19 times. Methods Over four months, 2,356 secondary school students completed the Patient Health Questionnaire-9 and Generalized Anxiety Disorder Scale-7. Participants were divided into harmonious and disharmonious groups based on their answers to a question about parental conflicts. Results The results indicated that adolescents perceiving more parental conflicts showed a denser comorbidity network after four months of online learning. Significant bridge symptoms decreased from three to two across two waves in the harmonious group, while in the disharmonious group, they increased from two to three. The number of central symptoms increased from one in wave 1 to three in wave 2 for the harmonious group, while four in wave 1 decreased to two in wave 2 for the disharmonious group. Furthermore, the CLPN analysis revealed that the strongest positive cross-lagged edge intensity between symptoms was anhedonia—energy in the harmonious group, with anhedonia being the most trigger symptom. In contrast, for the disharmonious group, guilt—suicide and trouble relaxing—excessive worry were the strongest cross-lagged edge, and trouble relaxing was the most trigger symptom. Conclusion These findings may have implications for interventions designed to promote adolescent mental health in the context of online learning and parental conflicts. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-024-19675-4.

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The Impact of Long-Term Online Learning on Internet Addiction Symptoms among Depressed Secondary School Students: Insights from a Cross-Panel Network Analysis

Cited by 4 publications

References 70 publications

The impact of long-term online learning on social anxiety and problematic smartphone use symptoms among secondary school students with different levels of fear of missing out: Evidence from a symptom network and longitudinal panel network analysis

The impact of long-term online learning on social anxiety and problematic smartphone use symptoms among secondary school students with different levels of fear of missing out: Evidence from a symptom network and longitudinal panel network analysis

Effects of attention to negative information on the bidirectional relationship between fear of missing out (FoMO), depression and smartphone addiction among secondary school students: Evidence from a two-wave moderation network analysis

The association between online learning, perceived parental relationship, anxiety, and depression symptoms among secondary school students: insight from symptom network and cross-lagged panel network approach

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