Does high teacher autonomy support reduce smartphone use disorder in Chinese adolescents? A moderated mediation model
•Good teacher autonomy support (TAS) negatively predicted smartphone use disorder (SUD).•Self-esteem mediated the relation between TAS and SUD.•The impact of TAS on SUD was positive for those with lower life satisfaction.•The impact of TAS on SUD was negative for those with higher life satisfaction....
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| Veröffentlicht in: | Addictive behaviors 2020-06, Vol.105, p.106319-106319, Article 106319 |
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| container_title | Addictive behaviors |
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| creator | Peng, Shun Zhou, Bingping Wang, Xia Zhang, Hongpo Hu, Xiangen |
| description | •Good teacher autonomy support (TAS) negatively predicted smartphone use disorder (SUD).•Self-esteem mediated the relation between TAS and SUD.•The impact of TAS on SUD was positive for those with lower life satisfaction.•The impact of TAS on SUD was negative for those with higher life satisfaction.
The Interaction of Person-Affect-Cognition-Execution model (I-PACE; Brand, Young, Laier, Wölfling, & Potenza, 2016) proposes that addictive behavior is the result of the interaction of multiple factors. According to I-PACE model, perceived social support (teacher autonomy support), self-esteem, and gratification (life satisfaction) contribute to adolescent smartphone use disorder (SUD) (Brand et al., 2016). However, previous studies have rarely examined the interactive effects of teacher autonomy support, self-esteem and life satisfaction on adolescent SUD. The present study examined these relationships using a moderated mediation model in which self-esteem played a mediating role and life satisfaction played a moderating role in the relation between teacher autonomy support and adolescent SUD. A sample of 1912 Chinese adolescents completed measures of teacher autonomy support, self-esteem, life satisfaction, and adolescent SUD. Self-esteem mediated the association between teacher autonomy support and adolescent SUD. In addition, the relation between teacher autonomy support and SUD was moderated by life satisfaction: when the effect of life satisfaction was high, teacher autonomy support negatively predicted adolescent SUD, whereas when the effect of life satisfaction was low, teacher autonomy support was positively related to adolescent SUD. These findings advance our understanding of the effect of teacher autonomy support, self-esteem and life satisfaction on adolescent SUD. Limitations and implications of this study are discussed, such as teacher autonomy support may not reduce adolescent SUD, especially when their life satisfaction is low. |
| doi_str_mv | 10.1016/j.addbeh.2020.106319 |
| format | Article |
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The Interaction of Person-Affect-Cognition-Execution model (I-PACE; Brand, Young, Laier, Wölfling, & Potenza, 2016) proposes that addictive behavior is the result of the interaction of multiple factors. According to I-PACE model, perceived social support (teacher autonomy support), self-esteem, and gratification (life satisfaction) contribute to adolescent smartphone use disorder (SUD) (Brand et al., 2016). However, previous studies have rarely examined the interactive effects of teacher autonomy support, self-esteem and life satisfaction on adolescent SUD. The present study examined these relationships using a moderated mediation model in which self-esteem played a mediating role and life satisfaction played a moderating role in the relation between teacher autonomy support and adolescent SUD. A sample of 1912 Chinese adolescents completed measures of teacher autonomy support, self-esteem, life satisfaction, and adolescent SUD. Self-esteem mediated the association between teacher autonomy support and adolescent SUD. In addition, the relation between teacher autonomy support and SUD was moderated by life satisfaction: when the effect of life satisfaction was high, teacher autonomy support negatively predicted adolescent SUD, whereas when the effect of life satisfaction was low, teacher autonomy support was positively related to adolescent SUD. These findings advance our understanding of the effect of teacher autonomy support, self-esteem and life satisfaction on adolescent SUD. Limitations and implications of this study are discussed, such as teacher autonomy support may not reduce adolescent SUD, especially when their life satisfaction is low.</description><identifier>ISSN: 0306-4603</identifier><identifier>EISSN: 1873-6327</identifier><identifier>DOI: 10.1016/j.addbeh.2020.106319</identifier><identifier>PMID: 32036190</identifier><language>eng</language><publisher>England: Elsevier Ltd</publisher><subject>Adolescent ; Adolescent Behavior - psychology ; Asian Continental Ancestry Group ; Chinese adolescents ; Female ; Humans ; Internet Addiction Disorder - psychology ; Life satisfaction ; Male ; Mediation Analysis ; Models, Psychological ; Personal Autonomy ; Personal Satisfaction ; School Teachers ; Self Concept ; Self-esteem ; Smartphone use disorder ; Social Support ; Teacher autonomy support</subject><ispartof>Addictive behaviors, 2020-06, Vol.105, p.106319-106319, Article 106319</ispartof><rights>2020 Elsevier Ltd</rights><rights>Copyright © 2020 Elsevier Ltd. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c362t-650de7117b8a908fac59f2cf28a0ed6433c2f2fdfa05f5166765726420fb189d3</citedby><cites>FETCH-LOGICAL-c362t-650de7117b8a908fac59f2cf28a0ed6433c2f2fdfa05f5166765726420fb189d3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0306460319303703$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,65306</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/32036190$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Peng, Shun</creatorcontrib><creatorcontrib>Zhou, Bingping</creatorcontrib><creatorcontrib>Wang, Xia</creatorcontrib><creatorcontrib>Zhang, Hongpo</creatorcontrib><creatorcontrib>Hu, Xiangen</creatorcontrib><title>Does high teacher autonomy support reduce smartphone use disorder in Chinese adolescents? A moderated mediation model</title><title>Addictive behaviors</title><addtitle>Addict Behav</addtitle><description>•Good teacher autonomy support (TAS) negatively predicted smartphone use disorder (SUD).•Self-esteem mediated the relation between TAS and SUD.•The impact of TAS on SUD was positive for those with lower life satisfaction.•The impact of TAS on SUD was negative for those with higher life satisfaction.
The Interaction of Person-Affect-Cognition-Execution model (I-PACE; Brand, Young, Laier, Wölfling, & Potenza, 2016) proposes that addictive behavior is the result of the interaction of multiple factors. According to I-PACE model, perceived social support (teacher autonomy support), self-esteem, and gratification (life satisfaction) contribute to adolescent smartphone use disorder (SUD) (Brand et al., 2016). However, previous studies have rarely examined the interactive effects of teacher autonomy support, self-esteem and life satisfaction on adolescent SUD. The present study examined these relationships using a moderated mediation model in which self-esteem played a mediating role and life satisfaction played a moderating role in the relation between teacher autonomy support and adolescent SUD. A sample of 1912 Chinese adolescents completed measures of teacher autonomy support, self-esteem, life satisfaction, and adolescent SUD. Self-esteem mediated the association between teacher autonomy support and adolescent SUD. In addition, the relation between teacher autonomy support and SUD was moderated by life satisfaction: when the effect of life satisfaction was high, teacher autonomy support negatively predicted adolescent SUD, whereas when the effect of life satisfaction was low, teacher autonomy support was positively related to adolescent SUD. These findings advance our understanding of the effect of teacher autonomy support, self-esteem and life satisfaction on adolescent SUD. Limitations and implications of this study are discussed, such as teacher autonomy support may not reduce adolescent SUD, especially when their life satisfaction is low.</description><subject>Adolescent</subject><subject>Adolescent Behavior - psychology</subject><subject>Asian Continental Ancestry Group</subject><subject>Chinese adolescents</subject><subject>Female</subject><subject>Humans</subject><subject>Internet Addiction Disorder - psychology</subject><subject>Life satisfaction</subject><subject>Male</subject><subject>Mediation Analysis</subject><subject>Models, Psychological</subject><subject>Personal Autonomy</subject><subject>Personal Satisfaction</subject><subject>School Teachers</subject><subject>Self Concept</subject><subject>Self-esteem</subject><subject>Smartphone use disorder</subject><subject>Social Support</subject><subject>Teacher autonomy support</subject><issn>0306-4603</issn><issn>1873-6327</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kMFu1DAURa0K1A6FP0DISzYZnu3ESTagalpapEpsYG157GfiURIH20Hq3-MhhSUrS9fn-fkeQt4y2DNg8sNpr6094rDnwM-RFKy_IDvWtaKSgrcvyA4EyKqWIK7Iq5ROAIy3TX1JrgQHIVkPO7LeBkx08D8GmlGbASPVaw5zmJ5oWpclxEwj2tUgTZOOeRnCjHRNSK1PIdrC-5keBj9jybQNIyaDc06f6A2dQrnXGS2d0HqdfZj_ZONr8tLpMeGb5_OafP989-3wUD1-vf9yuHmsjJA8V7IBiy1j7bHTPXROm6Z33DjeaUArayEMd9xZp6FxDZOylU3LZc3BHVnXW3FN3m_vLjH8XDFlNfnyvXHUM4Y1KS4aAazu-r6g9YaaGFKK6NQSfWn8pBios3B1UptwdRauNuFl7N3zhvVYSv4b-mu4AB83AEvPXx6jSsbjbIqQiCYrG_z_N_wGC8KUaA</recordid><startdate>202006</startdate><enddate>202006</enddate><creator>Peng, Shun</creator><creator>Zhou, Bingping</creator><creator>Wang, Xia</creator><creator>Zhang, Hongpo</creator><creator>Hu, Xiangen</creator><general>Elsevier Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>202006</creationdate><title>Does high teacher autonomy support reduce smartphone use disorder in Chinese adolescents? A moderated mediation model</title><author>Peng, Shun ; Zhou, Bingping ; Wang, Xia ; Zhang, Hongpo ; Hu, Xiangen</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c362t-650de7117b8a908fac59f2cf28a0ed6433c2f2fdfa05f5166765726420fb189d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Adolescent</topic><topic>Adolescent Behavior - psychology</topic><topic>Asian Continental Ancestry Group</topic><topic>Chinese adolescents</topic><topic>Female</topic><topic>Humans</topic><topic>Internet Addiction Disorder - psychology</topic><topic>Life satisfaction</topic><topic>Male</topic><topic>Mediation Analysis</topic><topic>Models, Psychological</topic><topic>Personal Autonomy</topic><topic>Personal Satisfaction</topic><topic>School Teachers</topic><topic>Self Concept</topic><topic>Self-esteem</topic><topic>Smartphone use disorder</topic><topic>Social Support</topic><topic>Teacher autonomy support</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Peng, Shun</creatorcontrib><creatorcontrib>Zhou, Bingping</creatorcontrib><creatorcontrib>Wang, Xia</creatorcontrib><creatorcontrib>Zhang, Hongpo</creatorcontrib><creatorcontrib>Hu, Xiangen</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Addictive behaviors</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Peng, Shun</au><au>Zhou, Bingping</au><au>Wang, Xia</au><au>Zhang, Hongpo</au><au>Hu, Xiangen</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Does high teacher autonomy support reduce smartphone use disorder in Chinese adolescents? A moderated mediation model</atitle><jtitle>Addictive behaviors</jtitle><addtitle>Addict Behav</addtitle><date>2020-06</date><risdate>2020</risdate><volume>105</volume><spage>106319</spage><epage>106319</epage><pages>106319-106319</pages><artnum>106319</artnum><issn>0306-4603</issn><eissn>1873-6327</eissn><abstract>•Good teacher autonomy support (TAS) negatively predicted smartphone use disorder (SUD).•Self-esteem mediated the relation between TAS and SUD.•The impact of TAS on SUD was positive for those with lower life satisfaction.•The impact of TAS on SUD was negative for those with higher life satisfaction.
The Interaction of Person-Affect-Cognition-Execution model (I-PACE; Brand, Young, Laier, Wölfling, & Potenza, 2016) proposes that addictive behavior is the result of the interaction of multiple factors. According to I-PACE model, perceived social support (teacher autonomy support), self-esteem, and gratification (life satisfaction) contribute to adolescent smartphone use disorder (SUD) (Brand et al., 2016). However, previous studies have rarely examined the interactive effects of teacher autonomy support, self-esteem and life satisfaction on adolescent SUD. The present study examined these relationships using a moderated mediation model in which self-esteem played a mediating role and life satisfaction played a moderating role in the relation between teacher autonomy support and adolescent SUD. A sample of 1912 Chinese adolescents completed measures of teacher autonomy support, self-esteem, life satisfaction, and adolescent SUD. Self-esteem mediated the association between teacher autonomy support and adolescent SUD. In addition, the relation between teacher autonomy support and SUD was moderated by life satisfaction: when the effect of life satisfaction was high, teacher autonomy support negatively predicted adolescent SUD, whereas when the effect of life satisfaction was low, teacher autonomy support was positively related to adolescent SUD. These findings advance our understanding of the effect of teacher autonomy support, self-esteem and life satisfaction on adolescent SUD. Limitations and implications of this study are discussed, such as teacher autonomy support may not reduce adolescent SUD, especially when their life satisfaction is low.</abstract><cop>England</cop><pub>Elsevier Ltd</pub><pmid>32036190</pmid><doi>10.1016/j.addbeh.2020.106319</doi><tpages>1</tpages></addata></record> |
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| subjects | Adolescent Adolescent Behavior - psychology Asian Continental Ancestry Group Chinese adolescents Female Humans Internet Addiction Disorder - psychology Life satisfaction Male Mediation Analysis Models, Psychological Personal Autonomy Personal Satisfaction School Teachers Self Concept Self-esteem Smartphone use disorder Social Support Teacher autonomy support |
| title | Does high teacher autonomy support reduce smartphone use disorder in Chinese adolescents? A moderated mediation model |
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