Abstract
The impact of short-form video app addiction on academic performance, including academic anxiety and engagement, has not been adequately explored or addressed. This study tested the effects of short-form video app addiction on academic anxiety and academic engagement and the mediating role of mindfulness in these relationships. The participants were 1,879 undergraduates in China who completed the Short-Form Video App Addiction Scale, Mindful Attention Awareness Scale, Academic Anxiety Sub-questionnaire of Academic Emotions Questionnaire, and Engagement Scales. Structural equation modelling (SEM) was used to analyse the data. The results indicate that short-form video app addiction has significant positive effects on academic anxiety and negative effects on academic engagement. Furthermore, short-form video app addiction has significant indirect effects on academic anxiety and engagement via mindfulness. The proportions of the mediation effects are 19.23 and 51.85%, respectively. The implications and limitations of this study are discussed.
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