School of Psychology and Counselling, Queensland University of Technology, Brisbane, Queensland, Australia.
Department of Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou, China.
PLoS One. 2021 Mar 24;16(3):e0248600. doi: 10.1371/journal.pone.0248600. eCollection 2021.
The potential for adolescent mental health problems arising from heavy internet use is significant. There is a need to better understand the risk and protective factors related to problematic internet use (PIU) amongst adolescents. This study examined the role of adolescents' perceptions of school-based relationships as potential contextual antecedents to problematic internet use. Specifically, 6552 adolescent students (55.9% boys, 13.51 ± 2. 93 years) from 22 primary and middle schools in southern China completed questionnaires to measure the degree of adolescent conflict with peers, teachers and other staff, school connectedness, perceived classroom atmosphere and problematic internet use. Self-reported data was collected using a two-level stratified sampling. Multiple regression analyses showed that conflict with peers and teachers was positively associated with higher levels of PIU, while school connectedness and perceived classroom atmosphere were negatively associated with PIU. An interaction effect was found for conflict with peers and grade level, such that the association between conflict with peers and PIU was stronger for secondary students compared to primary school students. The results support the need for school-based interventions for PIU to include a focus on conflict with peers and teachers, and for a focus on the enhancement of school connectedness and classroom atmosphere.
青少年过度使用互联网可能会引发心理健康问题。因此，有必要更好地了解青少年网络成瘾的相关风险和保护因素。本研究探讨了青少年对学校关系的看法作为潜在的网络成瘾的背景因素的作用。具体来说，来自中国南方 22 所中小学的 6552 名青少年学生（55.9%的男生，13.51±2.93 岁）完成了问卷，以测量青少年与同伴、教师和其他教职员工的冲突程度、学校联系、感知课堂氛围和网络成瘾问题。使用两水平分层抽样收集自我报告数据。多元回归分析表明，与同伴和教师的冲突与更高水平的网络成瘾呈正相关，而学校联系和感知课堂氛围与网络成瘾呈负相关。同伴冲突与年级之间存在交互效应，即与同伴冲突与网络成瘾的关联在中学生中比在小学生中更强。研究结果支持将针对网络成瘾的基于学校的干预措施的重点放在与同伴和教师的冲突上，并强调增强学校联系和课堂氛围。
