Adolescents' loneliness and problematic smartphone use: The mediating role of upward social comparison and the moderating role of self‐identity

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-04-22 DOI:10.1002/pits.23215

Siyang Shao, Ningning Mao, Zhengtian Zhang, Mo Yang, Siyu He, Xiaodong Yue, Chieh Li, Lixia Cui

引用次数: 0

Abstract

Loneliness is an important risk factor for problematic smartphone use (PSU) among adolescents and the mechanisms underlying this correlation remain unclear. In this study, a moderated serial mediation model was tested by administering the Problematic Smartphone Use Scale for Chinese Adolescents, the Loneliness Scale (LS), the Upward Social Comparison Scale, the Fear of Missing Out Scale, and the Self‐Identity Scale to 466 Chinese adolescents. The results showed that: (1) loneliness was positively correlated with PSU, (2) upward social comparison (USC) and fear of missing out served as sequential mediating factors in the correlation between loneliness and PSU, and (3) self‐identity played a moderating role between USC and fear of missing out. These findings shed new light on developing strategies to prevent and intervene in adolescents' PSU by revealing the underlying mechanisms between loneliness and PSU.

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青少年的孤独感与问题智能手机的使用：向上社会比较的中介作用和自我认同的调节作用

孤独感是青少年使用问题智能手机（PSU）的一个重要风险因素，而这种相关性的内在机制尚不清楚。本研究通过对 466 名中国青少年进行孤独感量表（Loneliness Scale, LS）、向上社会比较量表（Upward Social Comparison Scale）、"害怕错过 "量表（Fear of Missing Out Scale）和自我认同量表（Self-Identity Scale）的测试，检验了一个缓和的序列中介模型。结果显示(1)孤独感与PSU呈正相关；(2)在孤独感与PSU的相关关系中，向上社会比较（USC）和害怕缺失（Fear of missing out）是先后出现的中介因素；(3)自我认同（Self-Identity）在向上社会比较（USC）和害怕缺失（Fear of missing out）之间起调节作用。这些发现揭示了孤独与PSU之间的内在机制，为制定预防和干预青少年PSU的策略提供了新的思路。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.