Yanqiang Tao, Qihui Tang, Shujian Wang, Xinyuan Zou, Zijuan Ma, Liang Zhang, Gang Liu, Xiangping Liu
{"title":"长期在线学习对不同程度害怕错过的中学生的社交焦虑和智能手机使用问题症状的影响:来自症状网络和纵向面板网络分析的证据。","authors":"Yanqiang Tao, Qihui Tang, Shujian Wang, Xinyuan Zou, Zijuan Ma, Liang Zhang, Gang Liu, Xiangping Liu","doi":"10.1556/2006.2023.00081","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The 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.</p><p><strong>Methods: </strong>This 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.</p><p><strong>Results: </strong>The 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.</p><p><strong>Conclusions: </strong>The 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.</p>","PeriodicalId":15049,"journal":{"name":"Journal of Behavioral Addictions","volume":null,"pages":null},"PeriodicalIF":6.6000,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10988399/pdf/","citationCount":"0","resultStr":"{\"title\":\"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.\",\"authors\":\"Yanqiang Tao, Qihui Tang, Shujian Wang, Xinyuan Zou, Zijuan Ma, Liang Zhang, Gang Liu, Xiangping Liu\",\"doi\":\"10.1556/2006.2023.00081\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>The 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.</p><p><strong>Methods: </strong>This 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.</p><p><strong>Results: </strong>The 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.</p><p><strong>Conclusions: </strong>The 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.</p>\",\"PeriodicalId\":15049,\"journal\":{\"name\":\"Journal of Behavioral Addictions\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":6.6000,\"publicationDate\":\"2024-01-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10988399/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Behavioral Addictions\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1556/2006.2023.00081\",\"RegionNum\":1,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/3/26 0:00:00\",\"PubModel\":\"Print\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Behavioral Addictions","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1556/2006.2023.00081","RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/3/26 0:00:00","PubModel":"Print","JCR":"Q1","JCRName":"PSYCHIATRY","Score":null,"Total":0}
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.
Background: The 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.
Methods: This 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.
Results: The 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.
Conclusions: The 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.
期刊介绍:
The aim of Journal of Behavioral Addictions is to create a forum for the scientific information exchange with regard to behavioral addictions. The journal is a broad focused interdisciplinary one that publishes manuscripts on different approaches of non-substance addictions, research reports focusing on the addictive patterns of various behaviors, especially disorders of the impulsive-compulsive spectrum, and also publishes reviews in these topics. Coverage ranges from genetic and neurobiological research through psychological and clinical psychiatric approaches to epidemiological, sociological and anthropological aspects.