Evidence map›Paper›PMID 35439467›Full record

ArticleJournal of affective disorders2022

Problematic Internet use and academic engagement during the COVID-19 lockdown: The indirect effects of depression, anxiety, and insomnia in early, middle, and late adolescence.

Sihan Liu, Shengqi Zou, Di Zhang, Xinyi Wang, Xinchun Wu

Open access · greenAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of affective disorders, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 33 papers, 5 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
33citing papers in PubMed, 5 pooled it
30.0field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

33 citing papers in PubMed, 5 syntheses or guidelines pooled it, 84 citations in OpenAlex.

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  2. The COVID-19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review.Journal of research on adolescence : the official journal of the Society for Research on Adolescence · 2025
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4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

5 authors at 3 institutions in 1 country.

Sihan LiuBeijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China.
Shengqi ZouDepartment of Psychology, School of Education Science, Hunan Normal University, Changsha, Hunan, China.
Di ZhangBeijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China; Education and Counseling Center of Psychological Health, Ocean University of China, Qingdao, Shandong, China.
Xinyi WangBeijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China.
Xinchun WuBeijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China; School of Applied Psychology, Beijing Normal University at Zhuhai, Zhuhai, Guangdong, China. Electronic address: xcwu@bnu.edu.cn.
Beijing Normal University · CNHunan Normal University · CNOcean University of China · CN

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundDuring the COVID-19 pandemic, the transition of online learning introduces challenges for adolescents to engage in learning. The increased access and persistent Internet use could heighten the risk of problematic Internet use (PIU) that has been increasingly recognized as a risk factor for academic engagement. This study aims to investigate the direct and indirect relationships between PIU and academic engagement through psychopathological symptoms (i.e., depression, anxiety, insomnia) in early, middle, and late adolescence.

methodsIn all, 4852 adolescents (51.5% females; M

resultsDepression and then insomnia as well as anxiety and then insomnia mediated the relationship between PIU and academic engagement. Anxiety exhibited a double-edged effect, that is, a positive relation with academic engagement directly and a negative relation with academic engagement indirectly through insomnia. Multigroup analyses showed that the indirect effects of PIU on academic engagement through depression and subsequent insomnia in middle and late adolescence were stronger than that in early adolescence, whereas the direct effect in early adolescence was stronger than that in middle adolescence. LIMITATION: This study was cross-sectional in design and relied upon self-report measures.

conclusionThese findings improve the understandings of how PIU relates to academic engagement through psychopathological symptoms and highlight developmental differences of adolescence.

Indexed as

Behavior, AddictiveCOVID-19Sleep Initiation and Maintenance DisordersAdolescentAnxietyChildCommunicable Disease ControlCross-Sectional StudiesDepressionFemaleHumansInternetInternet UseMalePandemicsAcademic engagementAge differenceAnxietyDepressionInsomniaProblematic Internet use

Identifiers

PMID35439467
PMCPMC9013175
OpenAlexW4224060487

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.