RESUMEN
It is widely known controversies about the results of violent video game increase aggression. However, the role of competitive video games, has received less research attention, and the underlying mechanisms of their influence are unknown. This study aimed to expand the existing literature by systematically exploring the effects of competitive video game exposure on adolescent aggression and the mediating role of impulsivity. In so doing, three types of studies (collectively N = 2919, mean age varied from 13.75 to 15.44 years, with a balanced gender) combining cross-sectional, experimental, and longitudinal approaches, were conducted. The findings consistently show that competitive video game exposure increased adolescents' aggression and impulsivity. Also, impulsivity mediated the correlation and long-term effect of competitive video game exposure on aggression. However, the experimental study did not confirm the short-term mediating effect of impulsivity, which may be related to the type of aggression measured in the study. The results indicate that competitive video game exposure is an important antecedent factor for adolescent aggression, and impulsivity is the key underlying mechanism.
RESUMEN
This study explores the relative contributions and psychological mechanisms of the effects of family (father-child and mother-child) and school (teacher-student and student-student) interpersonal relationships on depression in elementary school children. The participants (n = 20,629) were elementary school children (48.19% male) aged nine to 13 years from Southwest China during the COVID-19 pandemic. They voluntarily completed questionnaires regarding parent-child, teacher-student, and student-student relationships, as well as academic stress and self-esteem. The results indicate that the effect of family interpersonal relationships on children's depression was stronger than that of school interpersonal relationships. The predictive effects of father-child and mother-child relationships on children's depression did not significantly differ; however, the effect of student-student relationships was significantly stronger than that of teacher-student relationships. Academic stress partially mediated the effect of interpersonal relationships on depression in elementary school children. The effects of family interpersonal relationships and academic stress on depression were moderated by self-esteem. These findings underscore the disparities and mechanisms pertaining to the impacts of diverse interpersonal associations on children's depression, thus signifying significant implications for the advancement of research and intervention strategies aimed at addressing this issue.
RESUMEN
OBJECTIVE: Based on theoretical and empirical evidence, this study examined the longitudinal relationship between problematic smartphone use and bedtime procrastination and the potential mediating role of self-control. METHODS: Between November 2021 and November 2022, a three waves longitudinal design was employed. Wave 1 included 622 Chinese college students (46.95% male, Mage = 18.16, SD = 0.73), with 6-month intervals between waves. The data was collected using self-report assessments. RESULTS: The results of the cross-lagged panel models show that problematic smartphone use positively predicted later bedtime procrastination, and the bedtime procrastination also positively predicted later problematic smartphone use among college students. More importantly, self-control played a mediating role in their bidirectional predictive relationship. CONCLUSIONS: These findings add to the understanding of the causal relationship between problematic smartphone use and bedtime procrastination and reveal the core psychological mechanisms underlying their vicious cycle, with important practical implications for the prevention and intervention of problematic smartphone use and sleep problems.