Hanning Lei,1 Chengwei Zhu,1 Yun Wang,2 Tingting Shao,3 Furong Lu,4 Cai Zhang1 

1Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, People’s Republic of China; 2State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, People’s Republic of China; 3Institute of Early Childhood Education, Faculty of Education, Beijing Normal University, Beijing, People’s Republic of China; 4School of Education Science, Shanxi University, Taiyuan, People’s Republic of China

Correspondence: Cai Zhang, Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, People’s Republic of China, Email caibnu@163.com

Purpose: A considerable body of evidence indicated that interpersonal relationships were significantly associated with short-form video addiction (SFVA) among adolescents, but how they are related on a symptom level at different ages remains unclear. This study aimed to explore the central symptoms of SFVA and distinct associations between three primary interpersonal relationships (ie, teacher–student relationships, parent–child relationships, peer relationships) and SFVA symptoms in early and middle adolescence.
Participants and Methods: After completing scales of SFVA, teacher–student relationship, parent–child relationship and peer relationship in 2022, a sample of 1579 fourth-grade students (age range: 10– 12; Mage = 10.91, SD = 0.48; 38.6% females) and 2229 eighth-grade students (age range: 13– 15; Mage = 14.82, SD = 0.36; 44.5% females) who were at high risk of SFVA were included in this study. A network analysis approach was conducted to analyze the data.
Results: SFVA3 hard to control and SFVA2 increasing time for satisfaction were the most central symptoms of SFVA in both early and middle adolescence. Among interpersonal relationships, teacher–student relationships and peer relationships were the most influential bridge nodes that exerted the largest impact on SFVA in early and middle adolescence, respectively. Comparison of the networks indicated no significant differences in overall network structures, global strength and most edge connections between early and middle adolescence.
Conclusion: These findings uncover the interconnections between heterogeneous SFVA symptoms and underscore the unique importance of teacher–student relationships and peer relationships on SFVA in different stages of adolescence, which can be harnessed in the design of future preventive interventions.

Keywords: short-form video addiction, interpersonal relationships, network analysis, age differences