Emotion dysregulation factors associated with problematic smartphone use severity: The mediating role of fear of missing out.

Based on current theoretical frameworks, there has been increasing research examining psychopathology leading to problematic smartphone use (PSU). However, less is known about the affective and cognitive processes linked to PSU. The present study aimed at analyzing the fear of missing out (FoMO) as a mediator in the association between emotion dysregulation and PSU severity. Participants were 343 U.S. undergraduate students (64.7  % female, Mage = 19.3, SD = 2.51) who completed online measures of emotion dysregulation, FoMO and PSU. A fully latent structural equation model was analyzed. Results indicate greater impulse control dysregulation was associated with heightened PSU via increased FoMO. Our findings present evidence suggesting emotion dysregulation and FoMO as affective and cognitive mechanisms associated with PSU, with FoMO serving a mediating role between impulse control and PSU severity. Clinical implications are discussed.

Psychological distress, rumination and problematic smartphone use among Spanish adolescents: An emotional intelligence-based conditional process analysis.

BACKGROUND: Problematic smartphone use (PSU) is a public health issue that is currently rising among adolescents. The Compensatory Internet Use Theory (CIUT) poses that difficulties in handling negative life circumstances could result in PSU. Furthermore, the Interaction of Person-Affect-Cognition-Execution (I-PACE) model suggests that the interaction between core characteristics and affective and cognitive responses could lead to PSU. The present study aimed to clarify the links between psychological distress and PSU by exploring rumination as a mediator and emotional intelligence (EI) as a moderator. METHODS: A sample of 1882 adolescents (54% female, 46% male) completed measures of psychological distress, rumination, EI and PSU. The PROCESS macro was used to conduct a moderated mediation analysis. RESULTS: The mediation results showed a significant indirect effect from psychological distress to PSU through rumination. Furthermore, EI was a significant moderator of this effect. Thus, in adolescents with higher EI, the effect of psychological distress on PSU through rumination was not significant. LIMITATIONS: Cross-sectional data do not imply causality and further studies should use longitudinal designs. Self-report questionnaires may be susceptible to social desirability bias and future studies including other sources of information may help to minimize such bias. CONCLUSIONS: This study contributes to the field of problematic digital technology usage, showing that the link between psychological distress and PSU depends on the EI levels, which might influence PSU indirectly through rumination. Furthermore, empirical evidence for the CIUT and I-PACE models was provided. Lastly, interventions aiming at training EI may aid in the prevention of PSU.

A mediated path from emotional intelligence to problematic social media use in adolescents: The serial mediation of perceived stress and depressive symptoms.

Online social networking is an intrinsic part of present life. However, if individuals believe that some basic psychological needs can only be fulfilled through social networking sites, an addictive pattern of usage may emerge. Problematic social media use (PSMU) is a growing concern in adolescence. The present study aimed at contributing to prior scientific literature by testing a model that considers low emotional intelligence (EI) as a vulnerability factor, perceived stress and depressive symptoms as affective and cognitive responses to conflicting situations, and PSMU as a maladaptive coping mechanism. In this study, 2068 Spanish adolescents (46.2% male, 53.8% female) within the ages of 12 and 19 (M = 14.61, SD = 1.62) completed self-report measures of the above-mentioned constructs. Results indicated that (a) perceived stress was a significant mediator in the association between EI and PSMU, (b) depressive symptoms were a significant mediator in this link, and (c) a significant serial mediation model was supported, in which lower EI predicted higher perceived stress, which contributed to higher levels of depressive symptoms, thus resulting in higher PSMU. These results provide important empirical evidence suggesting promising pathways towards preventing PSMU in adolescents, such as EI training, teaching stress-reduction techniques and focusing on reducing depressive symptoms.

The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study.

Educational context has an important influence on adolescents' development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students' academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12-18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.

Perfil emocional de adolescentes en riesgo de un uso problemático de internet / Emotional profile of adolescents at risk of problematic Internet use

Las tecnologías digitales brindan numerosos beneficios para nuestra vida cotidiana. Sin embargo, la investigación actual sugiere que los adolescentes se encuentran en un mayor riesgo de desarrollar un uso problemático de dichas herramientas. Dadas las consecuencias negativas para su salud y bienestar, es necesaria investigación que examine factores de detección de este riesgo. El presente estudio pretende analizar un perfil de riesgo del uso problemático de Internet, en el que se contemplan aspectos familiares (ej. monitoreo parental), comportamentales (frecuencia de uso) y psicológicos (habilidades de inteligencia emocional). La muestra estaba compuesta por 2195 adolescentes (45.9% varones y 54.1% mujeres) de entre 12 y 19 años (M = 14.6; DE = 1.65) del sur de España, quienes completaron las versiones en español del Wong and Law Emotional Intelligence Scale y el Internet Addiction Test. Se analizaron las diferencias entre adolescentes en riesgo de PIU y sin riesgo con un MANOVA. Posteriormente, se realizó un análisis de regresión logística para determinar las variables predictoras del perfil de adolescentes con uso problemático de Internet. Los resultados mostraron el siguiente perfil: un menor monitoreo parental de las actividades fuera de casa, mayor frecuencia de uso, mayor edad y menor edad de inicio de uso, junto con niveles más elevados de percepción interpersonal y menor facilitación y regulación emocional predecían el perfil de usuario problemático de Internet. Los hallazgos pueden contribuir al diseño de intervenciones efectivas para disminuir el riesgo de que los adolescentes desarrollen un uso problemático de las nuevas tecnologías digitales y sus posibles consecuencias psicosociales

Digital technologies bring numerous advantages to our daily lives. However, current research has suggested that adolescents are in an increased risk for developing a problematic usage of these tools. Given the negative consequences for their health and well-being, it is necessary additional research to examine potential factors associated with this risk. The present study aimed at examining a risk profile of problematic Internet use, considering family (e.g. parental monitoring), behavioral (frequency of usage), and psychological (emotional intelligence abilities) factors. Participants were 2195 (45.9% male and 54.1% female) adolescents between the ages of 12 and 19 (M = 14.6; SD = 1.65) from the south of Spain, who completed the Spanish versions of the Wong and Law Emotional Intelligence Scale and the Internet Addiction Test. Differences between problematic and non-problematic users were analyzed with a MANOVA test. Afterwards, a binary logistic regression analysis was conducted to determine the predictive variables of a problematic Internet use profile among adolescents. Results show the following profile: lower parental monitoring outside of the home, higher frequency of use, being older but younger at the time of first use, along with higher other-emotion appraisal and lower facilitation and regulation of emotions predicted the profile of problematic Internet user. Our findings may contribute to the design of effective interventions for reducing the risk of adolescents' problematic usage of digital technology and its associated negative psychosocial consequences