{"title":"The co-occurrence of adolescent smartphone addiction and academic burnout: The role of smartphone stress and digital flourishing","authors":"Wei Yao, Hanchao Hou, Peng Yang, Shiguang Ni","doi":"10.1007/s10639-024-13017-y","DOIUrl":null,"url":null,"abstract":"<p>Smartphone addiction and academic burnout are typical psycho-behavioral problems among adolescents. Extant studies tend to examine them from a single-problem perspective, while research on their co-occurrence is lacking. Moreover, research has been prone to focus on the impacts of the negative sides of smartphone use on the two problems, ignoring the influences of its positive sides. This study applies latent profile analysis (LPA) to probe the co-occurrence patterns of smartphone addiction and academic burnout and the role of both the negative and positive aspects of smartphone use, namely smartphone stress and digital flourishing. Analytical data were from 810 adolescents from secondary schools in China. LPA revealed three co-occurrence patterns: a No Addiction and Burnout Group (34.2%), a Low Addiction Risk and Medium Burnout Group (48.6%), and a High Addiction Risk and Burnout Group (17.3%). Smartphone stress was positively associated with the co-occurrence of the two problems, but digital flourishing can weaken its effect. This study is the first to examine the effects of both the negative and positive sides of smartphone use on the concurrence of smartphone addiction and academic burnout. It has implications for intervention schemes.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"7 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-13017-y","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Smartphone addiction and academic burnout are typical psycho-behavioral problems among adolescents. Extant studies tend to examine them from a single-problem perspective, while research on their co-occurrence is lacking. Moreover, research has been prone to focus on the impacts of the negative sides of smartphone use on the two problems, ignoring the influences of its positive sides. This study applies latent profile analysis (LPA) to probe the co-occurrence patterns of smartphone addiction and academic burnout and the role of both the negative and positive aspects of smartphone use, namely smartphone stress and digital flourishing. Analytical data were from 810 adolescents from secondary schools in China. LPA revealed three co-occurrence patterns: a No Addiction and Burnout Group (34.2%), a Low Addiction Risk and Medium Burnout Group (48.6%), and a High Addiction Risk and Burnout Group (17.3%). Smartphone stress was positively associated with the co-occurrence of the two problems, but digital flourishing can weaken its effect. This study is the first to examine the effects of both the negative and positive sides of smartphone use on the concurrence of smartphone addiction and academic burnout. It has implications for intervention schemes.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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