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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Health Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1453961

Mobile Phone Dependence Among Chinese University Students: The Contribution of Irrational Beliefs and Solitude

Provisionally accepted
Xiaoxue Kuang Xiaoxue Kuang 1Kerry J. Kennedy Kerry J. Kennedy 2Hui Li Hui Li 3*
  • 1 Department of Education, School of Education (Normal School), Dongguan University of Technology, Dongguan, China
  • 2 Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong SAR, China
  • 3 School of Education, Guangzhou University, Guangzhou, China

The final, formatted version of the article will be published soon.

    This research aimed to explore the impact of selected psychological variables on mobile phone dependence among Chinese university students. Specifically, the study focused on the relationship between solitude and irrational beliefs on mobile phone dependence. The study included 2888 university students from Guangdong, Southern China, and found that both irrational beliefs and solitude had significant direct effects on mobile phone dependence. The study also revealed that solitude mediated the relationship between irrational beliefs and mobile phone dependence. The results of this study indicate that psychosocial environments, including feelings of solitude and irrational beliefs, can influence mobile phone dependence among undergraduate students. Therefore, it is important to pay attention to these factors and their potential impact on student behaviour, particularly when it comes to academic growth and development. Further research in this area may help identify effective strategies to address mobile phone dependence among university students and promote healthier psychosocial environments.

    Keywords: Solitude, Irrational beliefs, Mobile phone dependence, university students, psychosocial environments INTRODUCATION

    Received: 24 Jun 2024; Accepted: 19 Sep 2024.

    Copyright: © 2024 Kuang, Kennedy and Li. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Hui Li, School of Education, Guangzhou University, Guangzhou, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.