Parental phubbing, problematic smartphone use, and adolescents' learning burnout: A cross-lagged panel analysis

Abstract

Background: Parental phubbing is defined as the phenomenon that parents ignore their children when they are paying more attention to smartphones. The present study aimed to test bidirectional relationships among parental phubbing, problematic smartphone use, and learning burnout. We also extended previous studies to examine the mediating role of problematic smartphone use in the relationship between parental phubbing and learning burnout.

Methods: Using a cross-lagged panel model, we recruited 2260 Chinese adolescents (50.35 % girls, M_age = 12.76, SD = 0.58 at baseline) across two years. Descriptive statistics, a cross-lagged panel analysis, a mediation model, and a multiple group analysis were estimated in the current study.

Results: Parental phubbing was associated with problematic smartphone use, and there were bidirectional associations between problematic smartphone use and learning burnout as well as between parental phubbing and learning burnout. Problematic smartphone use significantly mediated the relationship between parental phubbing and learning burnout. There were no gender differences among parental phubbing, problematic smartphone use, and learning burnout.

Limitations: The current study only used two-time points to measure variables. Additionally, this study measured adolescents' perceived parental phubbing instead of the actual phubbing behavior.

Conclusion: It is important to consider the influences of parental phubbing in order to decrease adolescents' problematic smartphone use and learning burnout. Furthermore, there is a vicious circle between PSU and learning burnout. Interventions need to reduce problematic smartphone use and learning burnout simultaneously.

Keywords: Gender; Learning burnout; Parental phubbing; Problematic smartphone use.