ArticleInternational journal of environmental research and public health2021
Social-Emotional Learning Competencies and Problematic Internet Use among Chinese Adolescents: A Structural Equation Modeling Analysis.
Article in International journal of environmental research and public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 27 citations in OpenAlex.
- The Social Perception of Teachers' Emotional Intelligence and Problematic Internet Use among Spanish Adolescents: A Serial Mediation Model Involving Teacher-Student Relationships and Stress.Psychosocial intervention · 2026Article
- The relationship between digital health literacy and problematic mobile social media use among adolescents: the chain mediating role of physical activity and social-emotional competence.Frontiers in psychology · 2026Article
- Resilience and Social-Emotional Expertise as Predictors of Problematic Internet Use Among University Students.Behavioral sciences (Basel, Switzerland) · 2025Article
- Social-emotional architecture of adolescent success: a mixed-methods investigation of social-emotional learning pathways in Chinese secondary education.Frontiers in psychology · 2025Article
- The role of social-emotional competencies in interpersonal relationships: a structural equation modeling approach.Frontiers in psychology · 2024Article
- Effectiveness of Health Promotion Interventions in Primary Schools-A Mixed Methods Literature Review.Healthcare (Basel, Switzerland) · 2023Review
- Exploring the Associations between Social Media Addiction and Depression: Attentional Bias as a Mediator and Socio-Emotional Competence as a Moderator.International journal of environmental research and public health · 2022Article
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Authors and funding
3 authors at 3 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
To advance the understanding about social-cognitive factors related to Chinese adolescents' experience with problematic Internet use (PIU), we examined the associations between social-emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, self-awareness, and social relationship) and problematic Internet use (PIU) among 1141 11th grade high school students from Southwest China. Through comparing the latent means of PIU across students with different demographic background (i.e., gender, social-economic status, left-behind status), the study found that male students endorsed higher levels of overall PIU and more problematic time management with Internet use than female students. No latent PIU mean differences were observed across family income and students' left-behind status. Using structural equation modeling (SEM) while controlling for demographic factors, overall SEL competencies were found to have a significantly negative association with PIU. Meanwhile, all five SEL domains were also negatively associated with students' PIU. The findings imply the importance of fostering SEL competencies in preventing PIU among Chinese adolescents. The study provides important practical implications for informing school-based SEL competencies programs for PIU prevention among Chinese youths.
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