Over the past decade, there have been an increasing number of studies that have investigated problematic and/or ‘addictive’ smartphone use. The present study explored the prevalence and correlates of problematic smartphone use (PSU) among Chinese university students. Few studies have investigated relationships between PSU and factors such as academic anxiety, academic procrastination, self-regulation, and subjective wellbeing. The present study proposed and tested a hypothetical model of relationships between PSU and these factors. A total of 475 Chinese university students completed a paper-based survey during class breaks. The survey comprised a battery of psychometric scales translated into Chinese translations examining the study variables (i.e., academic anxiety, academic procrastination, self-regulation, life satisfaction, and PSU). Path analysis was applied to test the hypothetical model. A good model fit was found (CFI = 1.00, RMSEA = 0.008), in which PSU predicted academic procrastination (β = 0.21, p < 0.001) and academic anxiety (β = 0.18, p < 0.01). Also, self-regulation predicted PSU (β = − 0.35, p < 0.001), academic anxiety (β = − 0.29, p < 0.001), academic procrastination (β = 0.23, p < 0.001) and life satisfaction (β = 0.23, p < 0.001). PSU mediated the relationships between self-regulation, and both academic anxiety and academic procrastination. The present study enhances our understanding of the role of problematic smartphone use in relation to academic behaviour, mental health and wellbeing of college students.

Watching online videos (including short-form videos) has become the most popular leisure activity in China. However, a few studies have reported the potential negative effects of online video watching behaviors (including the potential for ‘addiction’) among a minority of individuals. The present study investigated online video watching behaviors, motivational factors for watching online videos, and potentially addictive indicators of watching online videos. Semi-structured interviews were conducted among 20 young Chinese adults. Qualitative data were analyzed using thematic analysis. Eight themes were identified comprising: (i) content is key; (ii) types of online video watching; (iii) platform function hooks; (iv) personal interests; (v) watching becoming habitual; (vi) social interaction needs; (vii) reassurance needs; and (viii) addiction-like symptoms. Specific video content (e.g., mukbang, pornography), platform-driven continuous watching, and short-form videos were perceived by some participants as being potentially addictive. Specific features or content on Chinese online video platforms (e.g., ‘Danmu’ scrolling comments) need further investigation. Future studies should explore users’ addictive-like behaviors in relation to specific types of online video content and their social interaction on these platforms.

Introduction: The association between social media use and mental health risks has been widely investigated over the past two decades with many cross-sectional studies reporting that problematic social media use (PSMU) is associated with higher mental health risk such as anxiety and depression. The present study examined the relationship between PSMU severity and mental health risks (depression, anxiety, stress, and loneliness) using a three-wave longitudinal design.Methods: A total of 685 first-year Chinese undergraduate students (Mean age = 19.12 years, SD = 0.92) completed surveys at three times points with intervals of 3 to 4 months. Results revealed that PSMU was positively correlated with all the mental health risk variables over the three time points.Results: The prevalence of PSMU increased over the three research waves. Cross-lagged models identified bi-directional relationships between PSMU and mental health risks, while such links were not consistent between different mental health risk variables and can change over different research intervals.Discussion: This study indicates that PSMU and mental health risks could predict each other in a vicious loop, but the differences between specific mental health risks and the research context (e.g., different term times and experiences in university) should not be ignored. Further research attention should be paid to the prevalence of PSMU and mental health conditions among Chinese first-year undergraduates who appear to have difficulties in adapting to university life.

Although an increasing number of studies have focused on problematic smartphone use and smartphone addiction, few of these studies have employed both quantitative and qualitative methods or employed a cross-cultural design. A limited number of studies have compared eastern and western groups. The present study investigates the prevalence and causes of problematic smartphone use among Chinese and British undergraduates. A sample of n = 778 undergraduates participated in this study (475 Chinese students and 303 British students). Students’ scores on a self-report measure of problematic smartphone use were compared across country and gender. Qualitative data were analyzed using the framework approach. Chinese undergraduates reported significantly higher levels of PSU than British undergraduates, with a medium to large effect size. Females scored significantly higher than males in both groups. Chinese students reported that the sharp transition from a strictly managed high school life to a freer university life affected their level of smartphone use. This study indicates the importance of considering cultural and educational backgrounds when conducting studies on problematic smartphone use.

The present study investigated the relationship between smartphone distraction, academic procrastination, academic anxiety, and time management disposition. A total of 474 college students were recruited to complete a survey comprising measures of smartphone distraction, academic procrastination, academic anxiety, and time management disposition. The hypothesised moderated mediation model was tested using Model 4 and Model 15 of the PROCESS macro for SPSS. Results showed that smartphone distraction was positively and significantly correlated with academic anxiety (r = 0.40, p < 0.001) and academic procrastination (r = 0.42, p < 0.001). Academic procrastination mediated the relationship between smartphone distraction and academic anxiety. Time management disposition moderated the paths from academic procrastination and smartphone distraction to academic anxiety. The present study suggests that smartphone distraction could predict increased levels of academic procrastination, which could then lead to higher academic anxiety. However, the predicting effects in this mediation model could fluctuate across individuals with different time management dispositions. Further studies are needed to explore the mechanism of smartphone distraction using different methods.

There is empirical evidence to suggest that problematic smartphone use (PSU) is associated with mental health problems including anxiety in educational settings. This qualitative study explored attitudes towards—and self-reported impacts of—smartphone use among British young adult students, as well as perceived causes of PSU. Free-response written accounts were gathered from 265 British undergraduates at an English university. Open-ended questions were asked about their attitudes towards smartphone use, their reasons for using their smartphones, and what they perceived as the consequences of their smartphone use. Narratives were analyzed using framework analysis and a thematic framework was identified. The three main consequences of PSU described by participants were (1) uncontrolled frequent checking of smartphones, (2) using smartphones late at night, and irrelevant use of smartphones in class. The main reported explanations for PSU were fear of missing messages, boredom in class, poor self-regulation, and external reasons (e.g., boring lectures). Smartphone use was reported to have both positive and negative impacts on young adults’ life satisfaction, social relationships, physical health, and study. Many participants reported that they need to develop better self-regulation to address their PSU. Findings suggest that smartphone use can have benefits as well as potentially causing harm among university students. PSU can—in some cases—be understood as reflecting mental well-being issues, poor self-regulation, and social problems.