Different Roles of Academic Stress and Academic Expectation Stress in Emotional Problems and Internet Gaming Disorder Among Chinese Adolescents: Application of the General Strain Theory

This study tested a framework of general strain theory in which academic-related stress (perceived academic stress and academic expectation stress) would be associated with Internet gaming disorder (IGD) through negative emotions/common emotional problems (depression and anxiety) among Chinese adolescents. In addition, we examined how sex would moderate the model path. A total of 3006 (52.1% males; mean age ± SD = 12.89 ±.88) students from three middle schools in central China finished a self-reported questionnaire. The proposed mediation model of IGD fitted the data well (χ²/df=1052.49/147, p<.05, CFI=.92, NNFI=.91, RMSEA=.05). Perceived academic stress was directly (B=.04, β=.08, p=.04) and indirectly (B=.13, β=.24, p=.001) associated with IGD through negative emotions/common emotional problems. Academic expectation stress was positively and indirectly associated with IGD through negative emotions/common emotional problems (B=.01, β=.03, p=.01), but negatively and directly associated with IGD (B=−.06, β=−.15, p<.001). Furthermore, girls positively moderated the relationship between academic expectation stress and negative emotions/common emotional problems, while negatively moderated the relationship between academic expectation stress and IGD. The findings highlight the importance of understanding the different roles of academic-related stress in emotional and behavioral problems in boys and girls. IGD may be a consequence of coping with or escaping from negative emotions/common emotional problems.