Associations of emotional and behavioral problems with Internet use among Chinese young adults: the role of academic performance.

BACKGROUND

To investigate the independent association between different types of emotional and behavioral problems and Internet use (i.e., Internet use time and problematic Internet use [PIU]) among Chinese young adults, and to test whether these associations vary by academic performance.

METHODS

Data was drawn from the 2019 National School-based Chinese Adolescents Health Survey, and 30,581 undergraduates (mean age: 19.9 [SD: 1.6] years) completed standard questionnaires qualifiedly. Daily hours of Internet use, PIU, emotional and behavioral problems, and academic performance were measured.

RESULTS

After adjusting for control variables and academic performance, students who reported having emotional problems (daily hours: adjusted unstandardized β estimate=0.14, 95% CI=0.120.15; PIU: adjusted unstandardized β estimate=1.82, 95% CI=1.771.89), conduct problems (daily hours: adjusted unstandardized β estimate=0.12, 95% CI=0.090.15; PIU: adjusted unstandardized β estimate=1.76, 95% CI=1.671.84), hyperactivity (daily hours: adjusted unstandardized β estimate=0.08, 95% CI=0.060.12; PIU: adjusted unstandardized β estimate=1.46, 95% CI=1.381.54), and peer problems (daily hours: adjusted unstandardized β estimate=0.03, 95% CI=0.0020.05; PIU: adjusted unstandardized β estimate=0.53, 95% CI=0.440.62) were more likely to engaged in prolonged daily Internet use and PIU. In contrast, prosocial behavior was negatively associated with Internet use time and PIU. Stratified analyses showed that some of the associations in poor academic performers were stronger than in students with good and average academic performance.

LIMITATIONS

The cross-sectional design limited the ability to make causal inferences.

CONCLUSIONS

The findings suggest that the efforts to prevent abnormal Internet use should be focused on students with emotional and behavioral problems or poor academic performance.