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Associations between adolescent problematic short‐form video use and academic engagement: Longitudinal and network analysis.

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Title: Associations between adolescent problematic short‐form video use and academic engagement: Longitudinal and network analysis.
Authors: Li, Shuang (AUTHOR), Feng, Ningning (AUTHOR), Cui, Lijuan (AUTHOR)
Source: Journal of Research on Adolescence (Wiley-Blackwell). Jun2026, Vol. 36 Issue 2, p1-16. 16p.
Subjects: Student engagement, Mediation (Statistics), Statistical models, Longitudinal method, Graphical modeling (Statistics), Social participation
Abstract: The increasing prevalence of problematic short‐form video use among adolescents has raised concerns regarding its potential impact on academic engagement. This study aimed to investigate the bidirectional relations between them over time. Study 1 involved a three‐wave survey over three semesters, including 1227 Chinese adolescents at baseline (T1), with 1096 and 1077 retained at T2 and T3, respectively (Mage at baseline = 16.00, SD = 0.61, age range = 14–19; 56.6% girls). Two random intercept cross‐lagged panel models were estimated, showing that problematic short‐form video use and academic engagement negatively predicted each other over time, both in the behavioral and emotional engagement. Moreover, goal focus was found to mediate the effect of problematic short‐form video use on academic engagement. Study 2 involved a two‐wave survey of 898 Chinese adolescents at baseline (T1), with 507 retained at T2, over a 10‐month interval (Mage at baseline = 15.89, SD = 0.74, age range = 15–18; 50.9% girls). A cross‐lagged network analysis showed that within the academic engagement, "Participation" had the strongest impact on problematic short‐form video use, while "Curiosity" was the most affected by it. Conversely, within the problematic short‐form video use, "Loss of control" was the most affected by academic engagement, whereas "Behavioral salience" most strongly affected academic engagement. These findings elucidate the mechanisms linking problematic short‐form video use and academic engagement, and suggest that focusing interventions on key nodes, including academic participation and the behavioral salience of short‐form video use, may be especially effective in enhancing adolescents' academic engagement. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research on Adolescence (Wiley-Blackwell) 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.)
Database: Psychology and Behavioral Sciences Collection
FullText Text:
  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
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AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Associations between adolescent problematic short‐form video use and academic engagement: Longitudinal and network analysis.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Li%2C+Shuang%22">Li, Shuang</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Feng%2C+Ningning%22">Feng, Ningning</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cui%2C+Lijuan%22">Cui, Lijuan</searchLink> (AUTHOR)
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  Label: Source
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+on+Adolescence+%28Wiley-Blackwell%29%22">Journal of Research on Adolescence (Wiley-Blackwell)</searchLink>. Jun2026, Vol. 36 Issue 2, p1-16. 16p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+%28Statistics%29%22">Mediation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+models%22">Statistical models</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Graphical+modeling+%28Statistics%29%22">Graphical modeling (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+participation%22">Social participation</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The increasing prevalence of problematic short‐form video use among adolescents has raised concerns regarding its potential impact on academic engagement. This study aimed to investigate the bidirectional relations between them over time. Study 1 involved a three‐wave survey over three semesters, including 1227 Chinese adolescents at baseline (T1), with 1096 and 1077 retained at T2 and T3, respectively (Mage at baseline = 16.00, SD = 0.61, age range = 14–19; 56.6% girls). Two random intercept cross‐lagged panel models were estimated, showing that problematic short‐form video use and academic engagement negatively predicted each other over time, both in the behavioral and emotional engagement. Moreover, goal focus was found to mediate the effect of problematic short‐form video use on academic engagement. Study 2 involved a two‐wave survey of 898 Chinese adolescents at baseline (T1), with 507 retained at T2, over a 10‐month interval (Mage at baseline = 15.89, SD = 0.74, age range = 15–18; 50.9% girls). A cross‐lagged network analysis showed that within the academic engagement, "Participation" had the strongest impact on problematic short‐form video use, while "Curiosity" was the most affected by it. Conversely, within the problematic short‐form video use, "Loss of control" was the most affected by academic engagement, whereas "Behavioral salience" most strongly affected academic engagement. These findings elucidate the mechanisms linking problematic short‐form video use and academic engagement, and suggest that focusing interventions on key nodes, including academic participation and the behavioral salience of short‐form video use, may be especially effective in enhancing adolescents' academic engagement. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Research on Adolescence (Wiley-Blackwell) 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194869969
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1111/jora.70210
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      – Code: eng
        Text: English
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        PageCount: 16
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    Subjects:
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Mediation (Statistics)
        Type: general
      – SubjectFull: Statistical models
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Graphical modeling (Statistics)
        Type: general
      – SubjectFull: Social participation
        Type: general
    Titles:
      – TitleFull: Associations between adolescent problematic short‐form video use and academic engagement: Longitudinal and network analysis.
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      – PersonEntity:
          Name:
            NameFull: Li, Shuang
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          Name:
            NameFull: Feng, Ningning
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          Name:
            NameFull: Cui, Lijuan
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          Dates:
            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
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              Value: 36
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            – TitleFull: Journal of Research on Adolescence (Wiley-Blackwell)
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