Abstract

Although empirical studies have indicated that parents have an important role in preventing Internet gaming disorder in adolescents, longitudinal research on the parental predictors of Internet gaming disorder is lacking. We used a three-wave cross-lagged panel model to explore the reciprocal association between parental monitoring and Internet gaming disorder, and examined the different impacts of mother– and father–child relationships on this association. A sample of 1490 adolescents aged 10–15 years (M = 12.03, SD = 1.59; 45.4% female) completed assessments at all three points. The cross-lagged model revealed that (a) parental monitoring at T1 predicted lower Internet gaming disorder at T2, and greater Internet gaming disorder at T2 predicted lower parental monitoring at T3; (b) father–child relationship had a reciprocal, indirect effect on the relationship between parental monitoring and Internet gaming disorder, while mother–child relationship did not. These findings suggest that the parental effects (e.g., higher parental monitoring and better father–child relationship) might play a vital role in preventing Internet gaming disorder in adolescents.

Highlights

  • Internet gaming disorder in adolescents is becoming a widespread problem, in China

  • Both parental monitoring and parent–child relationship at T1–T3 were negatively correlated with Internet gaming disorder at T1–T3

  • Parental monitoring at T1 was positively correlated with father–child and mother–child relationship at T1–T3

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Summary

Introduction

Internet gaming disorder in adolescents is becoming a widespread problem, in China. Research on Internet surfing behavior among Chinese adolescents has revealed that among the 287 million (85.3% in total) adolescent Internet users, 66.3% of primary school students and 70.0% of Parental Influences on Gaming Disorder middle school students played online games. Internet gaming disorder in adolescents might decrease their emotional intelligence, impair interpersonal relationships, and lead to academic and behavioral problems, and might be a significant risk factor of anxiety, depression, social dysfunction, and suicidal ideation and behaviors (Przybylski et al, 2010; Young and de Abreu, 2011; Li et al, 2014; Griffiths et al, 2015; Mihara and Higuchi, 2017)

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