Frontiers in Psychiatry (Oct 2024)

Who has the greatest influence on adolescent gaming disorder: parents, teachers, or peers? An interpersonal relationships network model of gaming disorder

  • Xinjie Tan,
  • Xinjie Tan,
  • Chunlin Liu,
  • Chunlin Liu,
  • WanJun Yang,
  • Xiao Hui,
  • Ling Zhang,
  • Shuanghong Chen,
  • Ying He,
  • Ying He

DOI
https://doi.org/10.3389/fpsyt.2024.1419014
Journal volume & issue
Vol. 15

Abstract

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IntroductionGaming disorder (GD) in adolescents is associated with impaired interpersonal relationships, including those with parents, teachers and peers. However, the interpersonal relationships most strongly associated with GD-related maladaptive behaviors are not well established. This study aimed to investigate the associations between these three types of relationships and the manifestation of GD in adolescents.MethodsIn this cross-sectional study, 1920 Chinese adolescents participated in a survey that assessed interpersonal relationships (parent−child, teacher−student, and peer relationships) and demographic variables (e.g., gender, grade, duration of gaming), and 1414 participants were ultimately included. A network analysis approach was utilized to evaluate the key network metrics of edge weight and node centrality.ResultsThe findings revealed that peer fear and inferiority (r = 0.12) and teacher−student conflict were most strongly correlated with GD, followed by parent−child conflict (r = 0.09). Peer fear and inferiority exhibited the highest strength centrality (0.84), followed by teacher−student conflict (0.83) and parent−child conflict (0.35). Moreover, the duration of gaming was significantly and positively correlated with GD (r = 0.19).ConclusionsThe present study underscores the significant role of conflict and rejection within interpersonal relationships, particularly among peers, in the manifestation of GD-related behaviors in Chinese adolescents.

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