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24-02-2024 | Empirical Research

Longitudinal Relationships Between School Climate, Academic Achievement, and Gaming Disorder Symptoms Among Chinese Adolescents

Auteurs: Qian Nie, Zhaojun Teng, Chunyan Yang, Mark D. Griffiths, Cheng Guo

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 7/2024

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Abstract

Despite growing concerns regarding the development of gaming disorder symptoms among adolescents, the longitudinal relationship between school factors and gaming disorder symptoms remains far from being fully understood. This two-year longitudinal study examined the relationship between school climate perceptions, academic achievement, and gaming disorder symptoms among three distinct demographic cohorts: preadolescents (n = 1513; 46.9% girls, Mage = 10.64 years, SD = 0.56), early adolescents (n = 1771; 48.3% girls, Mage = 13.54 years, SD = 0.70), and late adolescents (n = 2385; 50.1% girls, Mage = 16.41 years, SD = 0.59). A four-wave study was conducted (six months apart) using random intercept cross-lagged panel models (RI-CLPMs) to separate the within-person (state level) from the between-person (trait level) effects. The results obtained from the RI-CLPMs indicated that fluctuations in school climate perceptions negatively predicted subsequent changes in gaming disorder symptoms among preadolescents at the within-person level, but not among early and late adolescents. Fluctuations relating to gaming disorder symptoms also negatively predicted subsequent changes regarding academic achievement in late adolescents, but not in preadolescents and early adolescents. The effect of school-related factors on gaming disorder symptoms varies across different developmental stages. While preadolescents may represent a particularly susceptible subgroup for gaming disorder in terms of being predicted by their school environment, late adolescents appear to be more vulnerable to predictors of gaming disorder symptoms. The current study also discusses the implications of school-wide programs aimed at improving school climate and preventing the development of gaming disorder symptoms during key developmental periods.
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Voetnoten
1
Although the datasets have been used in previous research, the question, reported analyses, findings, and conclusions made in this article do not overlap with those of any others.
 
2
As the distribution of missing data was unknown, the mechanism of missing not at random could not be tested using the existing data.
 
3
Although the RI-CLPM included the cross-lagged effect between school climate and academic achievement, these effects were not the main interest of the present study.
 
4
As SES always has a significant effect on academic achievement (e.g., Liu et al., 2022), it also served as a covariate in this model to examine whether the results remained consistent.
 
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Metagegevens
Titel
Longitudinal Relationships Between School Climate, Academic Achievement, and Gaming Disorder Symptoms Among Chinese Adolescents
Auteurs
Qian Nie
Zhaojun Teng
Chunyan Yang
Mark D. Griffiths
Cheng Guo
Publicatiedatum
24-02-2024
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 7/2024
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-024-01952-5