ArticleBehavioral sciences (Basel, Switzerland)2022
Relationships among Problematic Smartphone Use, Mathematics Achievement, Teacher-Student Relationships, and Subjective Well-Being: Results from a Large-Scale Survey in China.
Article in Behavioral sciences (Basel, Switzerland), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 3 of them syntheses that pooled it.
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Who cites it
7 citing papers in PubMed, 3 syntheses or guidelines pooled it.
- The influence of digital addiction on adolescents' subjective wellbeing: a meta-analysis.Frontiers in psychology · 2026Pooled it
- A meta-analysis of the impact of technology related factors on students' academic performance.Frontiers in psychology · 2025Pooled it
- Problematic smartphone use and academic achievement: A systematic review and meta-analysis.Journal of behavioral addictions · 2024Pooled it
- Academic performance and college students' subjective well-being.Frontiers in public health · 2026Article
- Daily behavioral profiles and academic underperformance among university students: a cross-sectional study.Frontiers in psychology · 2026Article
- Smartphone usage in young adults: cross-sectional associations with physical activity, sleep, social isolation, academic achievement, and anxiety.Frontiers in psychiatry · 2025Article
- What makes children aged 10 to 13 engage in problematic smartphone use? A longitudinal study of changing patterns considering individual, parental, and school factors.Journal of behavioral addictions · 2024Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
This study examined the mediating role of mathematics performance and the moderating role of teacher-student relationships on the effects of problematic smartphone use on students' subjective well-being. Through probability proportionate to size sampling (PPS), a total of 20,321 fourth graders from a city in central China were invited to complete a paper-based mathematics achievement test and an online questionnaire survey, including demographic information, problematic smartphone use, subjective well-being, and teacher-student relationship scales. The results showed that: after controlling for SES and gender, (1) problematic smartphone use had a direct and negative effect on students' subjective well-being; (2) mathematics performance partially mediated the effects of problematic smartphone use on students' subjective well-being; (3) teacher-student relationships moderated the effects of problematic smartphone use on mathematics performance/students' subjective well-being; (4) with the increase in problematic smartphone use, high teacher-student relationships produced a lower rate of the positive moderating effect than low teacher-student relationships. The implications of this study and suggestions for future research are discussed.
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Registered trials
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