The impact of video game playing on Chinese adolescents’ academic achievement: evidence from a moderated multi-mediation model
Internet access for adolescents is becoming more prevalent around the world. Although video game playing has been verified to be negatively related to adolescent academic achievement, the mechanisms underlying this relationship are also unknown. Using a nationally representative sample of adolescent...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science
2024
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| Online Access: | http://psasir.upm.edu.my/id/eprint/120043/ http://psasir.upm.edu.my/id/eprint/120043/1/120043.pdf |
| _version_ | 1848868104727166976 |
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| author | Gu, Xiaoxia Hassan, Norlizah Che Sulaiman, Tajularipin Wei, Zhixia Dong, Jingyi |
| author_facet | Gu, Xiaoxia Hassan, Norlizah Che Sulaiman, Tajularipin Wei, Zhixia Dong, Jingyi |
| author_sort | Gu, Xiaoxia |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | Internet access for adolescents is becoming more prevalent around the world. Although video game playing has been verified to be negatively related to adolescent academic achievement, the mechanisms underlying this relationship are also unknown. Using a nationally representative sample of adolescents from the China Education Panel Survey (2014–2015), this study aims to explore the parallel mediation roles of self-educational expectation and learning attitude in the link between video game playing and academic achievement, and whether the direct and indirect effects are moderated by parent-child relationship. The results indicate that video game playing in adolescents is both directly and indirectly related to their academic achievement, and self-educational expectation and learning attitude partially mediate this association. Moreover, the results reveal that parent-child relationship moderates the direct association between video game playing and academic achievement as well as the indirect association of video game playing on academic achievement via self-educational expectation, respectively. By showing empirical evidence for the usefulness of social cognitive theory to adolescents’ academics in the Internet Age, our research provides a supplement to existing literature. |
| first_indexed | 2025-11-15T14:47:05Z |
| format | Article |
| id | upm-120043 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T14:47:05Z |
| publishDate | 2024 |
| publisher | Public Library of Science |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1200432025-09-22T08:53:41Z http://psasir.upm.edu.my/id/eprint/120043/ The impact of video game playing on Chinese adolescents’ academic achievement: evidence from a moderated multi-mediation model Gu, Xiaoxia Hassan, Norlizah Che Sulaiman, Tajularipin Wei, Zhixia Dong, Jingyi Internet access for adolescents is becoming more prevalent around the world. Although video game playing has been verified to be negatively related to adolescent academic achievement, the mechanisms underlying this relationship are also unknown. Using a nationally representative sample of adolescents from the China Education Panel Survey (2014–2015), this study aims to explore the parallel mediation roles of self-educational expectation and learning attitude in the link between video game playing and academic achievement, and whether the direct and indirect effects are moderated by parent-child relationship. The results indicate that video game playing in adolescents is both directly and indirectly related to their academic achievement, and self-educational expectation and learning attitude partially mediate this association. Moreover, the results reveal that parent-child relationship moderates the direct association between video game playing and academic achievement as well as the indirect association of video game playing on academic achievement via self-educational expectation, respectively. By showing empirical evidence for the usefulness of social cognitive theory to adolescents’ academics in the Internet Age, our research provides a supplement to existing literature. Public Library of Science 2024-11-19 Article PeerReviewed text en cc_by_4 http://psasir.upm.edu.my/id/eprint/120043/1/120043.pdf Gu, Xiaoxia and Hassan, Norlizah Che and Sulaiman, Tajularipin and Wei, Zhixia and Dong, Jingyi (2024) The impact of video game playing on Chinese adolescents’ academic achievement: evidence from a moderated multi-mediation model. PLoS ONE, 19 (11). art. no. e0313405. pp. 1-22. ISSN 1932-6203 https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0313405 10.1371/journal.pone.0313405 |
| spellingShingle | Gu, Xiaoxia Hassan, Norlizah Che Sulaiman, Tajularipin Wei, Zhixia Dong, Jingyi The impact of video game playing on Chinese adolescents’ academic achievement: evidence from a moderated multi-mediation model |
| title | The impact of video game playing on Chinese adolescents’ academic achievement: evidence from a moderated multi-mediation model |
| title_full | The impact of video game playing on Chinese adolescents’ academic achievement: evidence from a moderated multi-mediation model |
| title_fullStr | The impact of video game playing on Chinese adolescents’ academic achievement: evidence from a moderated multi-mediation model |
| title_full_unstemmed | The impact of video game playing on Chinese adolescents’ academic achievement: evidence from a moderated multi-mediation model |
| title_short | The impact of video game playing on Chinese adolescents’ academic achievement: evidence from a moderated multi-mediation model |
| title_sort | impact of video game playing on chinese adolescents’ academic achievement: evidence from a moderated multi-mediation model |
| url | http://psasir.upm.edu.my/id/eprint/120043/ http://psasir.upm.edu.my/id/eprint/120043/ http://psasir.upm.edu.my/id/eprint/120043/ http://psasir.upm.edu.my/id/eprint/120043/1/120043.pdf |