JMIR Publications

ABSTRACT

Background:

School climate and school identification are important features of school environment and potential determinants of adolescent internet gaming disorder (IGD).

Objective:

This novel study investigated their joint effects on IGD and related mediation mechanisms via the interpersonal factor of teacher-student relationship and the individual factors of academic stress and anxiety.

Methods:

A large-scale cross-sectional study was conducted among adolescent internet gamers of junior/senior/vocational middle schools in Taizhou city, China from February to March 2022. Participants self-administered an anonymous, structured questionnaire in classrooms. Adjusted logistic regression and structural equation modeling (SEM) were used for data analysis.

Results:

Among the 5,778 participants, the prevalence of IGD was 8.0%. The four school climate subscales and the school identification subscale were significant protective factors against IGD. The SEM showed that such negative associations were mediated via 1) three two-step paths, each involving a single mediator of teacher-student relationship, academic stress, and anxiety, respectively, and 2) two three-step paths involving two mediators of teacher-student relationship and academic stress first, respectively, and then anxiety. The direct effect of school climate on IGD was statistically non-significant (i.e., full mediation) while that of school identification was statistically significant (i.e., partial mediation).

Conclusions:

The relatively high prevalence of IGD among Chinese adolescents may be reduced through school-based interventions improving school climate and school identification. Such improvements may reduce the levels of risk factors of IGD (poor teacher-student relationship, academic stress, and anxiety) and hence the risk of IGD. Future longitudinal and intervention studies are needed to confirm the findings.