The relationship between problematic social network use and network collaborative learning among vocational college students: the chain-mediated role of cognitive curiosity and digital literacy.

Rui Li, Wangqian Fu, Yuqian Liang, Yuanmeng Zhao, Peng Peng

Abstract read

In one paragraph

Article in Cognitive processing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

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

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Rui LiInstitute of Education, Nanjing University, Nanjing, 210023, China.

Wangqian FuFaculty of Education, Beijing Normal University, Beijing, 100875, China. tiffanyfu001@163.com.

Yuqian LiangSchool of Public Administration, Sichuan University, 610065, Sichuan, China. 202122240031@mail.bnu.edu.cn.

Yuanmeng ZhaoInstitute of Education, Nanjing University, Nanjing, 210023, China.

Peng PengState Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China.

Funding

Youth Project of Beijing Education Science 14th Five-Year Plan BECA22129

6 · The paper itself

Abstract

This study explored the relationship between problematic social network use (PSNU) and online collaborative learning (OCL) and examined the chain-mediated roles of cognitive curiosity (CC) and digital literacy (DL) among them, using 3,429 higher education students from several colleges and universities in Sichuan Province. The results found that (1) PSNU significantly negatively associated with OCL outcomes, while significantly negatively relating CC and DL; (2) CC negatively mediated the relationship between PSNU and OCL, and DL also negatively mediated the relationship between PSNU and OCL; and (3) CC and DL have a chain mediation effect between PSNU and OCL, with the total mediation effect accounting for 69.30%. The results of this study further reveal the inner mechanism of the influence of PSNU on OCL of higher education students, and provide theoretical basis and practical guidance for improving the effect of OCL of higher education students.

Indexed as

Cooperative BehaviorEducation, DistanceExploratory BehaviorInformation LiteracyLearningSocial NetworkingStudentsAdultChinaDigital MediaFemaleHumansMaleUniversitiesYoung AdultCooperative/collaborative learningDistance education and online learningInformation literacy

Identifiers

PMID42154326

DOI10.1007/s10339-026-01348-2

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.