Abstract
Abstract With the rapid development of technology, the Internet has been become part of people’s daily lives. Along with this trend, problematic Internet use has become an emerging issue, not only for adults but also for children. The study is an investigation of the impact of the mediating role of mathematical self-efficacy and the moderating role of teacher-student relationship on the effects of problematic Internet use on mathematics achievement. A total of 5400 fourth graders (mean age = 10 years old) from eastern China participated in a large-scale survey. The findings indicated that: (1) After controlling gender and SES, problematic Internet use was negatively correlated with students’ mathematics achievement; (2) The negative link between problematic Internet use and mathematics achievement was partially mediated by mathematical self-efficacy; (3) Teacher-student relationships significantly moderated the indirect effect of problematic Internet use on mathematical self-efficacy, but didn’t significantly moderate the direct effect of problematic Internet use on mathematics achievement. These findings extend the relevant literature and have important implications for educators and teachers. Finally, limitations of the study and future directions are discussed.
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