Lan Guo1, Guangduoji Shi1, Xueying Du2, Wanxin Wang1, Yangfeng Guo2, Ciyong Lu3. 1. Department of Medical Statistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou 510080, People's Republic of China; Guangdong Provincial Key Laboratory of Food, Nutrition and Health, Sun Yat-sen University, Guangzhou, 510080, People's Republic of China. 2. Health Promotion Centre for Primary and Secondary Schools of Guangzhou Municipality, Guangzhou, 510080, China. 3. Department of Medical Statistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou 510080, People's Republic of China; Guangdong Provincial Key Laboratory of Food, Nutrition and Health, Sun Yat-sen University, Guangzhou, 510080, People's Republic of China. Electronic address: luciyong@mail.sysu.edu.cn.
Abstract
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=0.12~0.15; PIU: adjusted unstandardized β estimate=1.82, 95% CI=1.77~1.89), conduct problems (daily hours: adjusted unstandardized β estimate=0.12, 95% CI=0.09~0.15; PIU: adjusted unstandardized β estimate=1.76, 95% CI=1.67~1.84), hyperactivity (daily hours: adjusted unstandardized β estimate=0.08, 95% CI=0.06~0.12; PIU: adjusted unstandardized β estimate=1.46, 95% CI=1.38~1.54), and peer problems (daily hours: adjusted unstandardized β estimate=0.03, 95% CI=0.002~0.05; PIU: adjusted unstandardized β estimate=0.53, 95% CI=0.44~0.62) 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.
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=0.12~0.15; PIU: adjusted unstandardized β estimate=1.82, 95% CI=1.77~1.89), conduct problems (daily hours: adjusted unstandardized β estimate=0.12, 95% CI=0.09~0.15; PIU: adjusted unstandardized β estimate=1.76, 95% CI=1.67~1.84), hyperactivity (daily hours: adjusted unstandardized β estimate=0.08, 95% CI=0.06~0.12; PIU: adjusted unstandardized β estimate=1.46, 95% CI=1.38~1.54), and peer problems (daily hours: adjusted unstandardized β estimate=0.03, 95% CI=0.002~0.05; PIU: adjusted unstandardized β estimate=0.53, 95% CI=0.44~0.62) 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.
Authors: Julius Burkauskas; Julija Gecaite-Stonciene; Zsolt Demetrovics; Mark D Griffiths; Orsolya Király Journal: Curr Opin Behav Sci Date: 2022-06-15