Abstract
For Chinese rural adolescents, navigating the crucial transitional phase of adolescent development presents multiple challenges. These challenges exacerbate their risks of mental health problems and problematic behaviors, with problematic interactive media use (PIMU) being a notable concern. The question arises: How can we prevent Chinese rural adolescents from becoming vulnerable to PIMU? Utilizing the Dual-Systems Model of Interactive Media Use, this dissertation comprises exploratory, confirmatory, and interventionist approaches to address theoretical and practical gaps in this area.The first study involved network analyses with 742 adolescents in rural China (Mage = 15.39, SD = 1.68, range = 12–19; 53.23% female) to identify central and bridging symptoms of PIMU and examine the relationship between PIMU and meaning in life. Key findings include the central roles of withdrawal in internet gaming disorder (IGD), mood modification in problematic smartphone use (PSU), and tolerance in problematic social media use (PSMU). Additionally, mood modification, withdrawal, and functional impairment emerged as significant bridge symptoms across the three PIMU communities. Within the context of meaning in life, confusion and anxiety were the main connectors to PIMU. These results highlight the critical need to address mood modification and demonstrate the potential effectiveness of meaning-based interventions in addressing PIMU.
Building on insights from Study 1 and guided by the Dual-Systems Model of Interactive Media Use, Study 2 employed a 4-month longitudinal design with 668 Chinese rural adolescents (366 females, Mean age = 15.14, SD = 0.49, aged 12 to 18) to examine the impact of meaning in life meaning in life (T1) and emotional dysregulation (T2) on PIMU (T3). Using the newly developed State of Meaning in Life Scale, three path analysis models revealed that meaning anxiety (positively) and the presence of meaning (negatively) influence PSMU, IGD, and PSU through emotion dysregulation, while meaning confusion positively affects PSMU through emotion dysregulation. These findings underscore the potential effectiveness of interventions targeting meaning-based interventions and emotion regulation strategies for preventing PIMU.
Informed by the findings of Study 1 and aligned with the insights from Study 2, researchers collaborated with educators and counselors in rural high schools to design a four-session intervention aimed at preventing and reducing PIMU among adolescents. The intervention, blending meaning-based and emotion regulation strategies, involved 106 freshmen in a randomized controlled trial. Assessments at baseline, post-intervention, and three-month follow-up showed that the intervention group significantly reduced meaning confusion and emotion dysregulation, with lower post-intervention meaning anxiety levels compared to the control group. Additionally, this group experienced less exacerbation in IGD and greater reductions in PSU and PSMU, suggesting that addressing these psychological factors effectively reduces PIMU among Chinese rural adolescents.
The integrated findings from these studies have substantial implications at multiple levels: Theoretically, they enhance our understanding of the relationship between meaning in life and PIMU, enriching the Dual-Systems Model of Interactive Media Use. Empirically, the research identifies key symptoms and mechanisms of PIMU among Chinese rural adolescents, highlighting the critical roles of meaning in life and emotion regulation, and addressing gaps in the empirical literature. Practically, the findings underscore the effectiveness of interventions that integrate meaning-based strategies and emotion regulation strategies. In the educational and service domains, the research supports the development of tailored interventions, such as those addressing mood modification and meaning-related needs, aiding specific populations like Chinese rural adolescents in effectively preventing and mitigating PIMU.
| Date of Award | 11 Sept 2024 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Yuk Ching Sylvia KWOK LAI (Supervisor) |