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ORIGINAL RESEARCH article
Front. Psychol.
Sec. Media Psychology
Volume 16 - 2025 |
doi: 10.3389/fpsyg.2025.1490363
This article is part of the Research Topic Digital Relationships: Challenges and Opportunities in the Age of Virtual Connectivity View all 3 articles
Young Adult Partner Phubbing and Relationship Satisfaction：The Mediating Role of Attachment Anxiety and the Moderating Role of Constructive Conflict Coping Style
Provisionally accepted- 1 School of Teacher Education, Huzhou University, Huzhou, Zhejiang, China
- 2 School of Educational Science, Harbin Normal University, Harbin, Heilongjiang Province, China
- 3 Heilongjiang University of Business and Technology, Harbin, China
This study aimed to examine the association between young adult partner phubbing and relationship satisfaction, as well as the mediating role of attachment anxiety and the moderating role of constructive conflict coping style(voice or loyal). A sample of 837 undergraduate students(376 males; the average age was 21.02 ± 1.931 years old) was recruited to complete questionnaires on young adult partner phubbing, relationship satisfaction, attachment anxiety and constructive conflict coping style. The results showed that young adult partner phubbing was negative associated with relationship satisfaction through the mediating role of attachment anxiety, and the relation between attachment anxiety and relationship satisfaction was moderated by constructive conflict coping style. This study could enhance our understanding of the mechanisms of partner phubbing on relationship satisfaction and have practical implications to further improve relationship satisfaction among young adult partners.
Keywords: Young Adult Partner, Phubbing, relationship satisfaction, Conflict Coping Style, Attachment anxiety
Received: 03 Sep 2024; Accepted: 03 Feb 2025.
Copyright: © 2025 Han, LI, Song and He. 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:
Xin LI, School of Educational Science, Harbin Normal University, Harbin, 150080, Heilongjiang Province, China
Weiling Song, Heilongjiang University of Business and Technology, Harbin, China
Yifan He, School of Teacher Education, Huzhou University, Huzhou, 313000, Zhejiang, China
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