Pingshan Foreign Languages School, Shenzhen, China.
Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China.
J Affect Disord. 2023 May 15;329:251-256. doi: 10.1016/j.jad.2023.02.074. Epub 2023 Feb 23.
During the Omicron pandemic, students in Shenzhen took classes at home via the internet, which could lead to internet addiction (IA) symptoms, and anxiety is often considered an important risk factor for IA. There are several different developmental stages within adolescence. However, no studies have explored the interaction between IA and anxiety at the symptom level using a longitudinal design stratified by age. A total of 2744 students completed the questionnaire 50 days after starting the online classes (T1) and 50 days after they returned to school (T2). A cross-lagged panel network model was used to describe the structure of the comorbidity network. With the help of bootstrapping, the Mann-Whitney U test was used to examine the differences between primary school students' and middle school students' networks. The results found that there is a bidirectional interaction between IA and anxiety, and anxiety plays a dominant role. Feeling afraid is the bridge symptom between IA and anxiety. IA did not show developmental stage differences, but anxiety did. These findings extend the model of compensatory internet use and suggest that, when alleviating IA symptoms in adolescents, attention should be given to their possible comorbid anxiety symptoms, especially in middle school students.
在奥密克戎疫情期间，深圳的学生通过互联网在家上课，这可能导致网络成瘾（IA）症状，而焦虑通常被认为是 IA 的一个重要风险因素。青春期有几个不同的发展阶段。然而，目前还没有研究使用纵向设计并按年龄分层来探讨 IA 和焦虑在症状层面上的相互作用。共有 2744 名学生在开始上网课 50 天后（T1）和返回学校 50 天后（T2）完成了问卷。采用交叉滞后面板网络模型来描述共病网络的结构。借助自举法，采用曼-惠特尼 U 检验来检验小学生和中学生网络之间的差异。结果发现，IA 和焦虑之间存在双向相互作用，且焦虑起主导作用。感到害怕是 IA 和焦虑之间的桥梁症状。IA 没有表现出发展阶段的差异，但焦虑有。这些发现扩展了补偿性互联网使用模型，并表明在缓解青少年的 IA 症状时，应注意他们可能伴发的焦虑症状，尤其是中学生。
