A Cross-Sectional Association Between Screen-Based Sedentary Behavior and Anxiety in Academic College Students: Mediating Role of Negative Emotions and Moderating Role of Emotion Regulation

Abstract

Purpose The study aims to explore the relationship and potential mechanisms between screen time and anxiety and have a clear understanding of the role of negative emotions and emotion regulation, thus providing guidance for Chinese college students to improve mental health. Methods We conducted a questionnaire survey by selecting 1721 academic college students from 6 colleges and universities in 5 provinces in China, and the data were analyzed through the Process program of SPSS for mediating effect and moderating effect. Results There is a significant positive relationship between screen time and anxiety, negative emotions play a mediating role between the two (indirect effect = 0.32, p < 0.001), mediating effect accounts for 59.88% of the total effect, and emotion regulation regulates the direct relationship between screen time and anxiety (interaction effect = 0.027, p < 0.001). Conclusion This study sheds light on the potential mechanisms by which screen time affects anxiety in academic college students, providing a fresh perspective on anxiety reduction. Screen time positively affects anxiety levels, where negative emotions have a mediating role and emotion regulation has a moderating role. In the future, we can control screen ++time, increase physical activities, reduce negative emotions, and improve the emotional regulation ability to relieve anxiety, so as to improve the mental health of academic college students, and expect to have a positive impact on future learning, life, and planning.

The Impact of Social Media on Users’ Self-Efficacy and Loneliness: An Analysis of the Mediating Mechanism of Social Support

“…Additionally, individuals with higher educational attainment possess greater autonomy and control in their personal and professional lives, meaning they have a strong and stable sense of self-efficacy; thus, the impact of social media on them is not significant, be it positive or negative. 52 Furthermore, the purpose behind the use of social media by individuals with higher education levels may differ from other users. This segment of the population uses social media for professional, academic, or information exchange purposes, favoring a “tool-information acquisition” behavior model that prioritizes the quality over the frequency of social interactions, which manifests as an insignificant response to SMUF in the data.…”

Effects of physical activity on depression, anxiety, and stress in college students: the chain-based mediating role of psychological resilience and coping styles

“…The sources of negative emotions in college students are varied and complex, including academic pressure, competition, social stress, emotional issues, and financial strain ( Karyotaki et al, 2020 ). These stressors can trigger negative emotions and impair cognitive functions, such as attention, memory, and decision-making ( Gong et al, 2023 ; Wen et al, 2023 ). A national Healthy Minds Study found that over 60% of students were dealing with at least one mental health issue, such as symptoms of depression and self-injury ( Lipson et al, 2022 ).…”