Co-developmental trajectories of specific problematic usage of the internet: Associations with microsystem predictors and adolescents' mental health outcomes
Li W, Li X, Tian X, Zhao Y, Li J, Yang C
Journal of behavioral addictions · 0 citas
Cómo se estudió
- Diseño
- Estudio de cohortes (clasificado por nuestro filtro de IA)
- Estudiado en
- Personas
- Resultado principal
- Marcadores de salud y funcionamiento
Quién lo pagó
- Financiación
- Financiación independiente
- Gobierno
- National Natural Science Foundation of China
- Gobierno
- Hainan Provincial Natural Science Foundation of China
Según 2 financiadores declarados y la declaración de financiación del texto completo.
Publicación
- Publicado
- 2026-03-09 · J Behav Addict · vol. 15 · número 1 · págs. 245–259
- Editorial
- Akadémiai Kiadó
- Citado
- 1 cita · más que el 96% de estudios similares · 12.6× el promedio de su campo
- Impacto
- Entre el 10 % más citado de su campo
- Referencias
- 65 trabajos
- Acceso
- Acceso abierto (revista) · CC-BY-NC
- Áreas de investigación
- Impact of Technology on Adolescents · Child Development and Digital Technology · Sexuality, Behavior, and Technology
- Palabras clave
- problematic internet use, social media addiction, online games, adolescent mental health, depression, anxiety, suicidality, harsh parenting, teacher-student conflict, bullying victimization, junior high school students
- MeSH
- humans, adolescent behavior, adolescent development, parenting, video games, internet, adolescent, china, female, male, bullying, social media, internet addiction disorder, digital media
6 autores
- Wenqing LI🇨🇳South China Normal University
- Xiaoyu Li🇨🇳Jinan University
- Xin Tian🇨🇳South China Normal University
- Yinqiu Zhao🇨🇳East China Normal University
- Jianbing Li🇨🇳Jinan University
- Chi Yang🇨🇳Lingnan Normal University
Resumen
El texto original del estudio, en el idioma en que se publicó.
Background and aims
The Spectrum Hypothesis posits that various forms of problematic usage of the internet (PUI) constitute distinct yet related constructs. However, empirical validation of this hypothesis has largely relied on cross-sectional data, leaving gaps in understanding the co-developmental trajectories of these behaviors during adolescence, their microsystem predictors, and how identified trajectories are associated with mental health outcomes. This study thus aimed to: (a) identify the heterogeneous co-developmental trajectories of problematic social media use, short video use, and internet game use; (b) examine the microsystem-level factors that predict membership in these distinct trajectories; and (c) investigate how these trajectory classes are associated with mental health outcomes.
Methods
A total of 1,975 Chinese middle school students (Mage = 13.51, 52.56% girls) completed measures on three occasions across one year.Results: Parallel process latent class growth modeling revealed five distinct trajectory groups: Low-Stable (61.0%), High-Increasing (8.1%), High-Stable Gaming and Moderate-Decreasing Social Media (15.5%), High-Stable Social Media and Short Video (6.9%), and Moderate-Increasing Social Media (8.4%). Harsh parenting, teacher-student conflict, and bullying victimization predicted worsening co-developmental trajectories. In addition, the High-Increasing class had higher risks for adverse mental health outcomes (i.e., depression, anxiety, and suicidality) compared to the Low-Stable class, whereas other high-risk classes also showed poorer outcomes (though less severe).
Conclusions
These findings support the Spectrum Hypothesis from a developmental perspective, highlighting the importance of considering heterogeneity in understanding the co-developmental patterns of PUI forms, their microsystem predictors, and cumulative effects on adolescent mental health.
Resumen vía Europe PMC. Los derechos de autor siguen siendo de los autores o la editorial (CC BY-NC).
Confianza de la comunidad
Cargando…
¿Cuánto confías en los hallazgos de este estudio?
Comentarios
¿Algo está mal aquí?
Señala este estudio si su información, etiquetas o financiación parecen incorrectas. Un editor revisa cada señalamiento.
Información educativa sobre investigación publicada. No es consejo médico ni una recomendación para empezar o dejar nada.