AUTHOR=Zhang Mengrou , Zhang Wenhua , Li Yunhe , He Xiangcai , Chen Feng , Guo Ying 

TITLE=The relationship between perceptions of school climate and internet gaming disorder of teenage students: A moderated mediation model

JOURNAL=Frontiers in Psychology

VOLUME=13

YEAR=2022

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.917872

DOI=10.3389/fpsyg.2022.917872

ISSN=1664-1078

ABSTRACT=<sec><title>Background</title><p>In recent years, teenage students’ internet gaming disorder has raised widespread concern in the society. The current study aims to explore how perceptions of school climate, maladaptive cognition, and belief in a just world impact teenage students’ internet gaming disorder and seek the suitable intervention to prevent teenage students’ internet gaming disorder tendency.</p></sec><sec><title>Methods</title><p>A total of 1,164 teenage students (age: 19.62 ± 3.14 years) were evaluated using the Perceived School Climate Scale (PSCS), Maladaptive Cognition Scale (MCS), Belief in a Just World Scale (BJWS), and Internet Gaming Disorder Scale (IGDS).</p></sec><sec><title>Results</title><p>(1) Perceptions of school climate could predict teenage students’ internet gaming disorder [β = –0.15, <italic>p</italic> &lt; 0.001, 95% CI = (–0.20, –0.11)]. (2) Teenage students’ maladaptive cognition exerts a partial mediating effect between their perceptions of school climate and internet gaming disorder [ab = –0.13, boot <italic>SE</italic> = 0.01, 95% CI = (–0.16, –0.11)]. (3) The direct effect of perceptions of school climate on internet gaming disorder [β = –0.07, <italic>p</italic> &lt; 0.01, <italic>95% CI</italic> = (–0.11, –0.02)], the first half of the mediation model “perceptions of school climate → maladaptive cognition” [β = –0.08, <italic>p</italic> &lt; 0.01, 95% <italic>CI</italic> = (–0.12, –0.03)], and the second half of the mediation model “maladaptive cognition → internet gaming disorder” [β = 0.10, <italic>p</italic> &lt; 0.001, 95% CI = (0.06, 0.14)] are all moderated reciprocally by teenage students’ belief in a just world.</p></sec><sec><title>Conclusion</title><p>Schools should create a good climate and shape belief in a just world to reduce the maladaptive cognition of teenagers, to effectively prevent teenage students’ internet gaming disorder tendency.</p></sec>