Relationship between psychological stress and problematic social media use among university students: mediating role of depression
WANG Huizhe1, JIANG Yongzhi1,2
1. College of Education Science, Inner Mongolia Minzu University, Tongliao 028000, Inner Mongolia Autonomous Region, China; 2. Inner Mongolia Research Base of Ethnic Education and Psychological Development, Tongliao 028000, Inner Mongolia Autonomous Region, China
Abstract：Objective To explore the relations between psychological stress and problematic social media use among university students, and investigate the mediating role of depression between them. Methods From October toNovember 2022, 376 university students were surveyed by using Chinese version of perceptual stress scale（CPSS）, self-rating depression scale（SDS）, and problematic social media use scale. The relations among various variables were analyzed and the mediating effect of depression was investigated. Results The total score of CPSS was 38.30±7.097. There were significantly positive correlations among psychological stress, degree of problematic social media use, andthe level of depression（all P<0.01）. Psychological stress had a directly positive predictive effect on problematic socialmedia use（β=0.385, P<0.05）. The mediating effect of depression between psychological stress and problematicsocial media use was significant（indirect effect 0.095 , accounting for 24.68% of the total effect, Bootstrap 95 %CI 0.007-0.82）. Conclusion The surveyed group has a high level of psychological stress. Depression as a mediating variable affects the relationship between psychological stress and problematic social media use. The results suggest that intervening depression and psychological stress can reduce the use of problematic social media among university students.
王会喆，姜永志. 大学生心理压力与问题性社交媒体使用的关系：抑郁的中介作用[J]. 教育生物学杂志, 2024, 12(3): 169-.
WANG Huizhe, JIANG Yongzhi. Relationship between psychological stress and problematic social media use among university students: mediating role of depression. JOURNAL OF BIO-EDUCATION, 2024, 12(3): 169-.
