Short Video Addiction in Chinese Teens

This study examines adolescent short video addiction in China, focusing on its effects across different age groups. The researchers hypothesize that addiction is influenced by peer pressure in middle school, academic stress in high school, and personality development in university. The study categorizes addiction levels and explores its impact on academic performance and progression, aiming to identify risks and highlight the effects on mental health, education, and social behavior. The goal is to implement preventative and intervention strategies to mitigate addiction and improve educational outcomes.

Figure 1 analyzes addiction levels at different educational stages: middle school, high school, and university. The independent variables were education levels, and the dependent variable was the level of addiction (mild, moderate, severe). Control variables included gender and academic performance. The study found that addiction peaks in high school due to stress (14.8%), while university students experience higher mild addiction (52.7%) due to reduced structure. High school students reported the highest addiction levels (65%), emphasizing the need for targeted interventions at this stage.

Figures and Tables 2 examine factors driving addiction, such as academic pressure, peer group identity, family influence, entertainment needs, and personality traits. The independent variables were these factors, while the dependent variable was addiction levels. The study found that peer group identity (ρ = 0.82) is the strongest predictor in middle school, academic pressure (ρ = 0.79) dominates in high school, and personality traits (ρ = 0.71) have the most influence in university. Additionally, 70% of participants use short videos to cope with academic stress, and 60% are influenced by peers’ usage. These findings emphasize the need for interventions.

Figures 3 and 4 assess the impact of addiction on academic outcomes. The independent variable was addiction levels, and the dependent variables were university admission rates and GPA. Control variables included demographics and gender. Figure 4 showed that severe addiction led to a 0% admission rate to top universities for high school students, compared to 30% for non-addicted students. Severe addiction also reduced middle school students’ chances of entering top high schools. Figure 3 showed a negative correlation between addiction and GPA, with highly addicted students averaging a 2.5 GPA compared to 3.5 for low-addiction students, highlighting the negative impact of addiction on academic success.

The study confirms that adolescent short video addiction is influenced by different factors at various stages, inhibiting academic progression. Peer influence dominates in middle school, academic pressure in high school, and personality traits in university. These findings support the hypothesis that addiction is driven by academic stress, peer dynamics, and entertainment needs. The negative impact on academic performance underscores the need for targeted interventions at each stage. Future research should explore the long-term consequences of short video addiction and consider broader geographic and cultural contexts to improve the generalizability of the findings. These insights can guide educators and policymakers in creating effective programs to address the adverse effects of digital media consumption on academic and personal development.

Guo J and Chai R (2024) Adolescent short video addiction in China: unveiling key growth stages

and driving factors behind behavioral patterns. Front. Psychol. 15:1509636. doi: 10.3389/fpsyg.2024.1509636