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The effect of problematic Internet use on mathematics achievement: The mediating role of self-efficacy and the moderating role of teacher-student relationships

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  • Zhou, Da
  • Liu, Jinqing
  • Liu, Jian

Abstract

With the rapid development of technology, the Internet has been become part of people’s daily lives. Along with this trend, problematic Internet use has become an emerging issue, not only for adults but also for children. The study is an investigation of the impact of the mediating role of mathematical self-efficacy and the moderating role of teacher-student relationship on the effects of problematic Internet use on mathematics achievement. A total of 5400 fourth graders (mean age = 10 years old) from eastern China participated in a large-scale survey. The findings indicated that: (1) After controlling gender and SES, problematic Internet use was negatively correlated with students’ mathematics achievement; (2) The negative link between problematic Internet use and mathematics achievement was partially mediated by mathematical self-efficacy; (3) Teacher-student relationships significantly moderated the indirect effect of problematic Internet use on mathematical self-efficacy, but didn’t significantly moderate the direct effect of problematic Internet use on mathematics achievement. These findings extend the relevant literature and have important implications for educators and teachers. Finally, limitations of the study and future directions are discussed.

Suggested Citation

  • Zhou, Da & Liu, Jinqing & Liu, Jian, 2020. "The effect of problematic Internet use on mathematics achievement: The mediating role of self-efficacy and the moderating role of teacher-student relationships," Children and Youth Services Review, Elsevier, vol. 118(C).
    • Handle: RePEc:eee:cysrev:v:118:y:2020:i:c:s019074092031149x
    DOI: 10.1016/j.childyouth.2020.105372
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    References listed on IDEAS

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    1. Chun-wen Lin, 2018. "Gender as a moderator of the relationship between Facebook® addiction and self-efficacy for learning in a college sample: the mediating effect of deliberative belief," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(6), pages 2435-2454, November.
    2. Qingyan Ye & Duanxu Wang & Xi Li, 2019. "Inclusive leadership and employees’ learning from errors: A moderated mediation model," Australian Journal of Management, Australian School of Business, vol. 44(3), pages 462-481, August.
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    Cited by:

    1. Wu, Di & Yang, Xiao & Lu, Chun & Li, Miaoyun & Wang, Meiqian & Yang, Wei, 2023. "Relationship between internet attitude and internet self-efficacy: ICT competence and network interaction as mediators," Children and Youth Services Review, Elsevier, vol. 149(C).
    2. Valeria Rega & Francesca Gioia & Valentina Boursier, 2023. "Problematic Media Use among Children up to the Age of 10: A Systematic Literature Review," IJERPH, MDPI, vol. 20(10), pages 1-29, May.
    3. Gan, Yan & Peng, Juan, 2024. "Effects of teacher support on math engagement among Chinese college students: A mediated moderation model of math self-efficacy and intrinsic value," Children and Youth Services Review, Elsevier, vol. 156(C).
    4. Tianxue Cui & Emily Hongzhen Cheng & Chester Chun Seng Kam & Qimeng Liu, 2023. "A Moderated Mediation Model of Socio-Economic Status, Hope, Teacher-Student Relationship, and Autonomous Learning among Chinese Middle School Students," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(2), pages 671-688, April.
    5. Tingting Shao & Chengwei Zhu & Xi Quan & Haitao Wang & Cai Zhang, 2022. "The Relationship of Technoference in Conjugal Interactions and Child Smartphone Dependence: The Chain Mediation between Marital Conflict and Coparenting," IJERPH, MDPI, vol. 19(17), pages 1-15, September.

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