Abstract
This study aims to examine the relationship between intrapersonal factors, interpersonal factors, smartphone screen time, and the moderating roles of interpersonal factors, on the basis of the ecological model. This study is a cross-sectional and descriptive study. A total of 428 participants from four public middle schools were selected through convenience sampling (55.1% female; Mean age 13.0 ± 0.78). Data were collected through self-report questionnaires that contained questions about sociodemographic characteristics, intrapersonal factors (types of smartphone use, Fear of missing out—FoMO), interpersonal factors (support from parents, teachers, and peers), and smartphone screen time. The collected data were analysed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and hierarchical regression. The daily smartphone screen time was 4.05 ± 2.16 h. Results showed that social media (β = 0.155), games (β = 0.140), and FoMO (β = 0.227) were positively associated with smartphone screen time, while educational videos (β = −0.130) and parental support (β = −0.212) were negatively associated with smartphone screen time. Peers support moderated the association between games and smartphone screen time. Parental support moderated the association between educational videos, videos/movies/TV, and smartphone screen time. The findings highlight the direct and interactive roles of intrapersonal and interpersonal factors in predicting adolescents' smartphone screen time. Based on this study, the intrapersonal and interpersonal factors of adolescents should be comprehensively considered to intervene in their proper smartphone use.
Highlights
Smartphones have become an inseparable part of our daily lives
This study focused on the types of smartphone use and fear of missing out (FoMO) looking at intrapersonal factors of adolescents’ problematic smartphone use
The types of smartphone use, and FoMO were selected as intrapersonal factors that have an impact on the smartphone usage behaviour among middle school students, while parental support, teachers support, and peer support were chosen as interpersonal factors
Summary
Smartphones have become an inseparable part of our daily lives. The reason would be the usage of smartphone going beyond routine calls, allowing one to enjoy games, online-shopping, various social interacting activities and administrative work anytime, anywhere. This has brought us a convenient life, but excessive use of smartphones causes severe psychological, mental, and social problems as well [1–4]. Korean adolescents spend 4.8 h on smartphones on a daily basis for various reasons such as recreational activities, including games, videos, music, e-books, web-cartoons, social interactions via messengers, social media, or email, and education [6]. As issues caused by smartphone overuse are expected to worsen, social interest and intervention are required
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