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Longitudinal Association Between Parental Technoference and Adolescent Academic Burnout: Anxiety and Sex Matter.

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Title: Longitudinal Association Between Parental Technoference and Adolescent Academic Burnout: Anxiety and Sex Matter.
Authors: Chang, Lin1,2 (AUTHOR), Zhang, Hui1,2 (AUTHOR) hzhang9055@126.com
Source: Psychology in the Schools. Oct2025, Vol. 62 Issue 10, p3794-3803. 10p.
Subject Terms: *Anxiety, *Longitudinal method, *Overpressure (Education), Gender differences (Psychology), Parent-child communication, Applied sciences, Family systems theory
Abstract: Technoference, the disruptions in parent−child communication caused by parental mobile device overuse, has been linked to academic burnout in adolescents. However, the specific effects of technoference on adolescent academic burnout remain underexplored. This study, based on family systems theory, expectation violation theory, and the conservation of resources theory, investigates the longitudinal impact of parental technoference on adolescent academic burnout, with a focus on the mediating role of anxiety and sex differences. Data were collected in two waves in 2022 (T1) and 2023 (T2). A total of 742 Chinese adolescents (54.4% boys, Mage = 12.97 years, SD = 0.64) participated. Participants completed the Technology Device Interference Scale, Generalized Anxiety Disorder Scale, and Academic Burnout Scale. T1 parental technoference was a significant positive predictor of T2 academic burnout, with T1 anxiety as a mediator. Specifically, parental technoference as an adverse family factor increased adolescents' anxiety, which in turn led to academic burnout. Furthermore, the effect of T1 parental technoference on T1 anxiety was moderated by sex, with the effect being stronger in girls. This study revealed the detrimental effects of parental technoference and adolescents' anxiety on academic burnout, with a greater impact on girls. The results offered important insights for interventions aimed at preventing academic burnout in students. Summary: Parental technoference positively predicted adolescent academic burnout.Anxiety mediated the relation of parental technoference and adolescent academic burnout.Gender examined as a moderator between parental technoference and anxiety. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Longitudinal Association Between Parental Technoference and Adolescent Academic Burnout: Anxiety and Sex Matter.
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  Data: <searchLink fieldCode="AR" term="%22Chang%2C+Lin%22">Chang, Lin</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Hui%22">Zhang, Hui</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> hzhang9055@126.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Oct2025, Vol. 62 Issue 10, p3794-3803. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Overpressure+%28Education%29%22">Overpressure (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Psychology%29%22">Gender differences (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Parent-child+communication%22">Parent-child communication</searchLink><br /><searchLink fieldCode="DE" term="%22Applied+sciences%22">Applied sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Family+systems+theory%22">Family systems theory</searchLink>
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  Data: Technoference, the disruptions in parent−child communication caused by parental mobile device overuse, has been linked to academic burnout in adolescents. However, the specific effects of technoference on adolescent academic burnout remain underexplored. This study, based on family systems theory, expectation violation theory, and the conservation of resources theory, investigates the longitudinal impact of parental technoference on adolescent academic burnout, with a focus on the mediating role of anxiety and sex differences. Data were collected in two waves in 2022 (T1) and 2023 (T2). A total of 742 Chinese adolescents (54.4% boys, Mage = 12.97 years, SD = 0.64) participated. Participants completed the Technology Device Interference Scale, Generalized Anxiety Disorder Scale, and Academic Burnout Scale. T1 parental technoference was a significant positive predictor of T2 academic burnout, with T1 anxiety as a mediator. Specifically, parental technoference as an adverse family factor increased adolescents' anxiety, which in turn led to academic burnout. Furthermore, the effect of T1 parental technoference on T1 anxiety was moderated by sex, with the effect being stronger in girls. This study revealed the detrimental effects of parental technoference and adolescents' anxiety on academic burnout, with a greater impact on girls. The results offered important insights for interventions aimed at preventing academic burnout in students. Summary: Parental technoference positively predicted adolescent academic burnout.Anxiety mediated the relation of parental technoference and adolescent academic burnout.Gender examined as a moderator between parental technoference and anxiety. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.23579
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        Text: English
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      – SubjectFull: Longitudinal method
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      – SubjectFull: Overpressure (Education)
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      – SubjectFull: Gender differences (Psychology)
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      – SubjectFull: Parent-child communication
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      – SubjectFull: Applied sciences
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      – SubjectFull: Family systems theory
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              Text: Oct2025
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