Harsh Parenting and Problematic Smartphone Use: The Chain Mediating Effects of Attention to Negative Information and Social Anxiety

Harsh Parenting and Problematic Smartphone Use: The Chain Mediating Effects of Attention to Negative Information and Social Anxiety | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Harsh Parenting and Problematic Smartphone Use: The Chain Mediating Effects of Attention to Negative Information and Social Anxiety Huiling Zhou, Shuxuan Wang, Yunhan Lin, Huaibin Jiang, Jiamei Lu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5393242/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 24 May, 2025 Read the published version in Child Psychiatry & Human Development → Version 1 posted 10 You are reading this latest preprint version Abstract Harsh parenting (HP) has been shown to be associated with problematic smartphone use (PSU) among adolescents. However, few studies have explored the relationship between HP and PSU through a dual-system framework that integrates both emotional and cognitive processing. We aim to investigate the serial mediation effects of attention to negative information (ANI) and social anxiety (SA) in the relationship between HP and PSU among adolescents. The study involved 276 adolescents (mean age = 13.93; SD = 0.82; 42.4% boys) from two middle schools in southeastern China. We assessed HP, ANI, SA and PSU over three waves at three-month intervals. The result show that ANI (T2) serve as independent mediator between HP (T1) and PSU (T3). Also, ANI (T2) and SA (T2) serve as chain mediators between HP (T1) and PSU (T3). However, the direct effect of HP (T1) on SA (T2) was not significant. These findings suggest that ANI and SA serve as key cognitive and emotional mechanisms linking HP to PSU in adolescents. problematic smartphone use:harsh parenting adolescences attention to negative information social anxiety Figures Figure 1 Introduction The 5th National Survey on Internet Usage Among Minors (China Internet Network Information Center, CNNIC, 2023 ) revealed that by 2022, the internet penetration rate among Chinese adolescents had exceeded 99%, with 90% of minors owning personal devices for internet access. Notably, mobile phones have become the most prevalent internet device among young users, and 20.2% of these young internet users reported feeling highly or moderately dependent on the internet. Problematic mobile phone use (PSU) refers to the inability to control mobile phone usage, leading to a compulsive state characterized by a persistent craving and dependence on mobile phones, which can result in significant psychological and social impairment (Busch & McCarthy, 2021 ). PSU has been recognized as a common phenomenon worldwide and has been linked to a range of mental health issues, such as depression and sleep disorders, as well as physical health problems (Cui et al., 2021 ; Yang et al., 2020 ). Among the numerous risk factors for PSU, family factors play a particularly important role (Niu et al., 2020 ; Sela et al., 2020 ; Lukavská et al., 2022 ). Harsh parenting (HP) is a widely practiced strategy in many Asian countries (Fulu et al., 2017 ). For example, between 48.29% and 80.4% of Chinese parents reported using some form of harsh parenting in the past year (Wang & Liu, 2014 ). HP, as a form of negative parenting, is the control of children's behaviour or emotions through the use of physical punishment (such as whipping), verbal abuse (such as scolding) or psychological manipulation (such as belittling) (Berthelon et al., 2020 ). According to Problem Behavior Theory (Jessor, 1987 ), individuals’ perceptions of their environmental system, including parenting styles, can be critical determinants of their behaviors. According to this theory, HP may trigger problematic behaviors in adolescents, such as PSU. Previous research has identified HP as a strong predictor of behavioral addictions (Jahng, 2019 ; Lo et al., 2021 ; Yang, et al., 2024 ). Prior studies have focused on emotional and cognitive factors independently as mediators of the relationship between HP and PSU, however, HP disrupts both emotional processes and basic cognitive functions (such as attention). Therefore, a comprehensive understanding of the mechanisms by which HP influences PSU requires a dual-system framework that integrates both emotional and cognitive processing. Attention to negative information as the mediator Attention has a significant and unavoidable impact on human behavior. The tendency for specific types of stimuli to capture and maintain attention is referred to as attention bias (Yiend, 2010 ). Attention to negative information represents a form of attentional bias, characterized by the selective attention to negative information while neglecting positive information, reflecting a habitual cognitive processing style (Pratto & John, 1991 ; Carlisle, 2023 ). Pollak ( 2003 ) proposed the Theory of Affective Learning, suggesting that early experiences play a crucial role in shaping how children process emotional stimuli. In the context of HP, where children are frequently exposed to negative emotional expressions such as anger, criticism, and punishment, this exposure influences the way attention is allocated to emotional cues, resulting in a biased processing of emotional information. Pollak’ s subsequent experimental research found that children who are physically abused by their parents exhibit a bias toward threat-related stimuli, particularly angry faces (Pollak et al., 2000 ; Pollak et al., 2001 ; Pollak, & Tolley-Schell, 2003 ; Pollak et al., 2005 ). Attention bias plays an important role in the maintenance of addictive behaviors (Heuer et al., 2021 ). Long-term repeated exposure to addictive stimuli has been reported to alter the brain function of circuits related to the nucleus accumbens, making the addict highly sensitive and dominantly attentive to addiction-related cues (Robinson & Berridge, 2001 ). Smartphones are filled with fragmented information, with negative content being particularly attention-grabbing (Pratto & John, 1991 ). Especially during the pandemic, the spread of negative information has increased psychological burdens (Lelisho, 2023). For those with high ANI, this situation is particularly problematic, as they may struggle to disengage from threatening stimuli, thereby escalating the risk of PSU (Hu et al., 2020 ). Social anxiety as the mediator Social anxiety (SA), a significant issue among adolescents today, is characterized by an intense and irrational fear of social interactions and performance in social settings. It is specifically marked by a fear of negative evaluation, feelings of nervousness or distress, and a tendency to avoid social encounters (O’ Day & Heimberg, 2021; Ran et al., 2022 ). In dysfunctional family settings, children often receive less emotional support and develop maladaptive interpersonal schemas (Weiss et al., 1992 ). Adolescences exposed to HP may perceive lower social acceptance and peer support. Such environments create a foundation for the development of SA, as early interpersonal trauma, such as child abuse or HP, is strongly linked to the emergence of anxiety-related disorders, including SA (Wang et al., 2022 ; Dong et al., 2024 ). Thus, HP may be a critical factor contributing to the development of SA. Adolescents with SA tend to prefer online communication over face-to-face interactions as a way to avoid the discomfort and perceived risks associated with in-person socialization (Edwards et al., 2022 ; Tsarpalis-Fragkoulidis et al., 2022 ). Also, according to the Compensatory Internet Use Theory (CIUT) (Kardefelt-Winther, 2014 ), individuals facing negative emotions or stress, such as SA, may turn to the internet—specifically, smartphone use—as a way to cope with these feelings. Smartphones, with their accessibility and ability to provide virtual social connections, become a tool for emotional regulation, thereby increasing the risk of PSU (Rozgonjuk & Elhai, 2021 ). As a result, smartphones may serve as a typical form of escape, becoming the preferred method for individuals to manage interpersonal relationships and negative emotions in real-life situations. Numerous longitudinal studies have consistently demonstrated that SA is a significant predictor of PSU (Wei et al., 2023 ; Liu et al., 2024 ). The chain mediating role of ANI and SA The Cognitive Vulnerability-Stress Model suggests that cognitive vulnerabilities, such as ANI, are key factors in the development and maintenance of psychopathological conditions like SA (Horvath & Lee, 2009 ). Studies have demonstrated that individuals with anxiety disorders exhibit attentional biases toward negative or threatening stimuli, such as hostile facial expressions or negative words (Miloff et al., 2015 ; Günther et al., 2021 ). These attentional biases intensify emotional reactions and contribute to the persistence of anxiety symptoms. Individuals with SA tend to focus more on socially threatening information, such as negative judgments or rejection from peers (Boettcher et al., 2013 ). For example, research shows that individuals with SA disorder demonstrate an attentional bias toward threatening social information, such as negative facial expressions, and tend to misinterpret social cues as threatening, which exacerbates their anxiety in social situations (Mansell et al., 2003 ). This continuous focus on negative information reinforces their fear of social interactions and contributes to the chronicity of SA (Miloff et al., 2015 ). A study used the dot-probe paradigm to examine the effects of attentional bias training on individuals with high social anxiety. A research found that after 7 days of training, participants showed a shift in attentional bias towards positive social cues, leading to a reduction in SA (Li et al., 2008 ). Gulley et al (2013) found that the association between observed negative parenting and SA was mediated by attention bias for angry faces in adolescences.Thus, ANI and SA may act as chain mediators between HP and PSU. Present study This study aims to explore the relationship between HP and PSU from both emotional and cognitive perspectives, providing a more complete understanding of how harsh parenting contributes to the development of PSU and guiding effective prevention and intervention efforts. H1: ANI mediates the relationship between HP and PSU. H2: SA mediates the relationship between HP and PSU. H3: ANI and SA play serial mediating roles in the relationship between HP and PSU. Method Participants and procedure The present longitudinal study was conducted in two middle schools located in southeastern China. Data were collected using paper-and-pencil questionnaires. Prior to the study, informed consent was obtained from the schools, parents, and students. Additionally, the research protocol received ethical approval from the ethics committee of the authors' affiliated institution. The study included three waves of data collection, each occurring at three-month intervals. In September 2021 (Wave 1), 358 students participated in the study. From the original sample, 304 students and 276 students participated in assessments in December 2021 (Wave 2) and March 2022 (Wave 3), respectively. The attrition was primarily due to student transfers and absences on the assessment days. Of the final participants, aged between 13 and 15 years, with a mean age of 13.93 years (SD = 0.82). Among these participants, 129 were boys, and 147 were girls. Measures Harsh parenting (T1) HP was measured with the shortened 6-item version Harsh Discipline Scale (Wang & Qi, 2017 ). Responses were measured on a likert scale from 1 (rarely) to 5 (always). An example is “When you did something wrong, how often did your mom (dad) tell you to get out or lock you out of the house?”. Higher scores indicated higher levels of HP. In this study the Cronbach’s alpha coefficient was 0.832. Attention to negative information (T2) ANI was assessed using the Attention to Positive and Negative Inventory (APNI), developed by Noguchi et al. ( 2006 ). The APNI includes two subscales: attention to positive information and attention to negative information. In this study, we only selected the attention to negative information subscale, which includes 11 items, such as “I can’t forget the times I have performed poorly at something”. Respondents rated the items on a five-point Likert scale, ranging from 1 (very untrue of me) to 5 (very true of me). Higher total scores on this subscale indicated a higher degree of ANI. In the current study, the Cronbach’s α was 0.842 Social anxiety (T2) SA was assessed using the Interaction Anxiousness Scale (Leary, 1983 ). Participants rate the 15 items on a five-point Likert scale, ranging from 1 (not at all characteristic) to 5 (extremely characteristic). A sample item is “I usually feel uncomfortable when I am in a group of people I don’t know”. Higher total scores on the scale indicate more severe SA. In the current study, the Cronbach’s α was 0.846. Problematic Smartphone Use (T3) PSU was assessed using Smartphone Addiction Scale-Short Version (SAS-SV) (Kwon et al., 2013 ). The SAS-SV includes ten items, such as “missing planned study/work due to smartphone use”. Respondents rated the items on a six-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Higher total scores on this scale indicated a higher degree of PSU. In the current study, the Cronbach’s α was 0.852. Data analysis SPSS 26.0 was used to analyze descriptive data and correlations. Structural equation modeling (SEM) tested mediation and moderation effects with Mplus 8.3. Bootstrapping analyses with 5000 iterations were utilized to evaluate the significance of conditional indirect effects. The effects were considered significant if the 95% CI did not include zero (Hayes, 2013 ). Results Descriptive statistics Table 1 presents descriptive statistics and correlations between the study variables. Harsh parenting at T1, social anxiety at T2, ANI at T2 and PSU at T3 are significantly positively correlated with each other. Table 1 Descriptive statistics and correlations Variable M SD 1 2 3 4 1 Harsh Parenting (T1) 8.28 3.46 0.141* 0.124* 0.178** - 2 ANI (T2) 39.70 7.63 - 0.309*** 0.28*** - 3 Social anxiety (T2) 48.36 10.29 - - .333*** - 4 PSU (T3) 31.56 9.32 - - - - * p < 0.05, ** p < 0.01, ** p < 0.001. ANI = Attention to negative information; PSU = Problematic Smartphone Use Mediational analyses We test the mediation model with a single set of path analysis (as shown in Fig. 1 ). As this model contains all possible links, it was a saturated model with perfect fit measures. As shown in Fig. 2, HP at T1 was associated with PSU at T3, although this association was marginally significant ( β = 0.120, p = 0.049). Also, HP at T1 positively predicted ANI at T2 ( β = 0.141, p 0.05). ANI at T2 positively predicted SA at T2 ( β = 0.298, p <0.001) and PSU at T3 ( β = 0.181, p <0.01). SA at T2 was a significant predictor of PSU at T3 ( β = 0.262, p <0.001). As shown in Table 2 , The direct effect of HP on PSU was was 0.12 (95%CI [-0.002 0.231]), the 95% confidence interval included 0, indicating that the direct impact of HP on PSU was not significant. Thus, Hypothesis 1 was not supported. Moreover, the bootstrap method revealed significant mediation effects of NFI (indirect effect = 0.026, 95%CI =[0.004 0.062] and and a significant chain mediation (indirect effect = 0.011, 95%CI = [0.003 0.025]). Hence, Hypotheses 2 and 4 were verified. And the mediation effect of SA was 0.021 (95%CI [-0.005 0.058]), Hypothesis 3 was not supported. Table 2 Serial mediating models between HP and PSU. Effect Boot SE 95%CI Total effect 0.178 0.060 [0.056 0.287] Direct 0.12 0.059 [-0.002 0.231] Total Indirect effect 0.058 0.025 [0.015 0.112] Harsh Parenting (T1)→ANI (T2)→PSU (T3) 0.026 0.015 [0.004 0.062] Harsh Parenting (T1)→Social anxiety (T2)→PSU (T3) 0.021 0.016 [-0.005 0.058] Harsh Parenting (T1)→Social anxiety (T2)→ANI (T2)→PSU (T3) 0.011 0.005 [0.003 0.025] ANI = Attention to negative information; PSU = Problematic Smartphone Use Discussion The present study examined the role of both emotional and cognitive factors in the effects of HP on PSU, and found that HP (T1) can affect PSU (T3) through the mediating effect of ANI (T2), as well as through the mediating effect of the chain of ANI (T2)-SA (T2). That is, the effects of negative parenting styles on PSU are interfered with by a chain of cognitive and emotional. Our study tends to support H1, suggesting that ANI (T2) mediated the pathway from HP (T1) to PSU (T3). Specifically, an HP style characterized by high levels of criticism and negativity were associated with selective attention to negative stimuli in the environment. Those adolescents affected by HP were more likely to attend to negative information, such as negative content or conflicting messages on social media, a tendency that may increase their reliance on cell phones as a way to escape or cope with negative emotions in reality. This result elucidates how HP can play a long-lasting influential role in adolescent cell phone addiction through cognitive processing pathways. Also, while some previous experimental studies have established that HP influences ANI and that problematic smartphone users show some attentional bias (Pollak et al., 2005 ; Hu et al., 2020 ), the present study is the first to utilize a self-report measure of ANI and demonstrate its mediating role between HP and PSU. The present study found that the path from HP (T1) to SA (T2) was not significant, whereas SA (T2) significantly predicted PSU (T3), failing to support SA as an affective mechanism for HP affecting PSU, H2 was not supported. On the one hand, the traditional Chinese saying, "to beat is a sign of affection, and to scold is a sign of love". This adage reflects a broader cultural acceptance of strict or authoritarian parenting styles, which may influence how adolescents perceive and react to HP. In China, HP is often culturally normalized, especially in the context of parental authority and filial piety, both deeply rooted in Confucian values. Adolescents are socialized to respect parental authority, and HP practices, while potentially harmful in other cultural contexts, may be less likely to generate emotional responses such as SA in China. This is because Chinese adolescents may interpret HP as a form of parental care, thus buffering its potential negative effects on SA. On the other hand, SA still played a key role in PSU, validating the CIUT (Kardefelt-Winther, 2014 ), that individuals may use online tools such as cell phones to cope with and compensate for their unmet emotional needs in real life. For those adolescents with high levels of SA, smartphones provide a virtual sanctuary that allows them to engage in relatively relaxed social interactions via the Internet while avoiding the social pressures of real life. Moreover, although HP (T1) had no significant direct effect on SA (T2), our study revealed a chain-mediated mechanism, whereby the impact of HP (T1) on PSU (T3) operated through the increase in ANI (T2) and subsequent elevation in SA (T2). This result supports hypothesis 3. HP may cause adolescents to focus on negative stimuli, interpreting parental criticism or conflict as an omnipresent threat. This ANI amplifies their sensitivity to potentially negative judgments in the broader social context, which increases the risk of SA disorder and further impacts the risk of PSU. HP not immediately trigger SA, but instead impacts SA through ANI, suggests that HP creates a fertile ground for attention bias, which can foster SA over time (Gulley et al., 2013). Cognitive theories propose that how individuals perceive and process information (ANI) influences their emotional reactions (Lakdawalla et al., 2007 ). Adolescents who are exposed to HP may not necessarily experience SA directly, but their emotional state is shaped by the cognitive patterns (ANI) that HP cultivates. This aligns with models like Beck’s cognitive triad or the cognitive-behavioral theory (Beck et al., 2024 ), which posit that cognitive distortions are precursors to emotional distress. This highlights the chain mediation model where HP first alters ANI, and then ANI influences the development of SA, eventually leading to PSU. This study builds on Problem Behavior Theory, Theory of Affective Learning, Compensatory Internet Use Theory, Cognitive Vulnerability-Stress Mode, to explore the relationship between HP and PSU among adolescents. This study combines cognitive and affective factors to explain the path from HP to PSU. This study found that among the emotional and cognitive factors affecting PSU, cognition may be the more important influence. This study suggests that when exploring the effects of negative parenting styles on individuals' problem behaviors, we should not only focus on the separate roles of emotion and cognition, but should also pay attention to the dual-system architecture of the processing characteristics of both cognition and emotion, and that there is a certain sequential order between emotional and cognitive factors. Also, this result also suggests that attentional bias training may be a promising therapy (Li et al., 2008 ), which can be used by professional organizations to improve adolescents' ANI and SA by forcing them to repeatedly shift their attention from negative stimuli, and enhance their attentional disengagement from negative stimuli, thus further reducing the level of PSU. This also suggests that we should attach great importance to adolescents' SA, such as schools can carry out a variety of activities, provide social interaction opportunities, enhance their social skills and their connection with society, reduce SA, and thus reduce the risk of PSU. There are several limitations that warrant attention. First, the reliance on self-reported questionnaires introduces inherent biases, such as social desirability and recall inaccuracies. Notably, the measurement of ANI was also conducted through self-report rather than experimental methods, which may have restricted the objectivity of the data. Second,, while this research highlights the mediating role of ANI between HP and PSU, it offers limited exploration of the underlying mechanisms by which ANI exerts its influence. According to the attentional bias component model (Cisler & Koster, 2010 ), attentional bias mechanisms can be categorized into attentional vigilance, difficulty disengaging, and attentional avoidance. Future research could further explore the mechanisms underlying the ANI based on the following findings. Finally, this study primarily focused on the roles of ANI and SA in the mediation process. However, future research should expand the scope to consider a broader range of emotional and cognitive variables. This could provide a more comprehensive understanding of the mechanisms driving PSU, offering further guidance for intervention and therapeutic strategies. Summary This study constructed a chain mediation model to examine the influence of HP on PSU, highlighting the role of emotional and cognitive variables as mediators. The findings suggest that HP (T1) predicts PSU (T3) through the indirect effect of ANI (T2) and the chain mediation of ANI (T2) and SA (T2). These results may contribute to guiding interventions aimed at preventing PSU in adolescents. Specifically, reducing the risk of PSU can be achieved by targeting attentional biases through cognitive-behavioral interventions help adolescents shift their focus away from negative stimuli. Additionally, emotional regulation training that addresses social anxiety may further mitigate the pathways linking harsh parenting to PSU. Declarations Data statement The data used in this study are available upon request by contacting the first author or corresponding author. Declarations Ethical approval All procedures performed in this study involving human participants were following the ethical standards of the institutional committee and the Helsinki Declaration as revised 1989. The Ethics Committee of Shanghai Normal University approved the study (Ethics number: 2023-098). Informed Consent All participants in the study were provided informed consent. Declaration of generative AI and AI-assisted technologies in the writing process Declarations of interest None. Author Contribution Huiling Zhou: Investigation, Resources, Writing—original draft, Writing—review & editing. Shuxuan Wang: Formal analysis, Investigation, Writing—original draft. Yunhan Lin: Writing—review & editing, Methodology. Huaibin Jiang: Investigation; Writing—review & editing. Jiamei Lu: Resources, Writing—review & editing, project administration. 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Psychophysiology 38(2):267–274. https://doi.org/10.1111/1469-8986.3820267 Pollak SD, Vardi S, Putzer Bechner AM, Curtin JJ (2005) Physically abused children's regulation of attention in response to hostility. Child Dev 76(5):968–977. https://doi.org/10.1111/j.1467-8624.2005.00890.x Pratto F, John OP (1991) Automatic vigilance: the attention-grabbing power of negative social information. J Personal Soc Psychol 61(3):380–391. https://doi.org/10.1037//0022-3514.61.3.380 Ran G, Li J, Zhang Q, Niu X (2022) The association between social anxiety and mobile phone addiction: A three-level meta-analysis. Comput Hum Behav 130:107198. https://doi.org/10.1016/j.chb.2022.107198 Robinson TE, Berridge KC (2001) Incentive-sensitization and addiction. Addiction 96(1):103–114. https://doi.org/10.1046/j.1360-0443.2001.9611038.x Rozgonjuk D, Elhai JD (2021) Emotion regulation in relation to smartphone use: Process smartphone use mediates the association between expressive suppression and problematic smartphone use. Curr Psychol 40:3246–3255. https://doi.org/10.1007/s12144-019-00271-4 Sela Y, Zach M, Amichay-Hamburger Y, Mishali M, Omer H (2020) Family environment and problematic internet use among adolescents: The mediating roles of depression and fear of missing out. Comput Hum Behav 106:106226. https://doi.org/10.1016/j.chb.2019.106226 Tsarpalis-Fragkoulidis A, van Eickels RL, Zemp M (2022) Please don’t compliment me! Fear of positive evaluation and emotion regulation—Implications for adolescents’ social anxiety. J Clin Med 11(20):5979. https://doi.org/10.3390/jcm11205979 Wang J, Wang M, Lei L (2023) Longitudinal links among paternal and maternal harsh parenting, adolescent emotional dysregulation and short-form video addiction. Child Abuse Negl 141:106236. https://doi.org/10.1016/j.chiabu.2023.106236 Wang M, Liu L (2014) Parental harsh discipline in mainland China: prevalence, frequency, and coexistence. Child Abuse Negl 38(6):1128–1137. https://doi.org/10.1016/j.chiabu.2014.02.016 Wang M, Qi W (2017) Harsh parenting and problematic Internet use in Chinese adolescents: Child emotional dysregulation as mediator and child forgiveness as moderator. Comput Hum Behav 77:211–219. https://doi.org/10.1016/j.chb.2017.09.005 Wang M, Li M, Wu X, Zhou Z (2022) Cognitive reactivity and emotional dysregulation mediate the relation of paternal and maternal harsh parenting to adolescent social anxiety. Child Abuse Negl 129:105621. https://doi.org/10.1016/j.chiabu.2022.105621 Wei XY, Ren L, Jiang HB, Liu C, Wang HX, Geng JY, Lei L (2023) Does adolescents’ social anxiety trigger problematic smartphone use, or vice versa? A comparison between problematic and unproblematic smartphone users. Comput Hum Behav 140:107602. https://doi.org/10.1016/j.chb.2022.107602 Weiss F, Paulus MP, Lorang MT, Koob GF (1992) Increases in extracellular dopamine in the nucleus accumbens by cocaine are inversely related to basal levels: effects of acute and repeated administration. J Neurosci 12(11):4372–4380. https://doi.org/10.1523/JNEUROSCI.12-11-04372.1992 Yang J, Fu X, Liao X, Li Y (2020) Association of problematic smartphone use with poor sleep quality, depression, and anxiety: A systematic review and meta-analysis. Psychiatry Res 284:112686. https://doi.org/10.1016/j.psychres.2019.112686 Yang Y, Guo Y, Wang W, Cai B, Ning H, Gong H (2024) Harsh parenting and smartphone addiction: the mediating role of core self-evaluation and the moderating role of nature connectedness. Comput Hum Behav 152:108049. https://doi.org/10.1016/j.chb.2023.108049 Yiend J (2010) The effects of emotion on attention: A review of attentional processing of emotional information. Cogn Emot 221–285. https://doi.org/10.1080/02699930903205698 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 24 May, 2025 Read the published version in Child Psychiatry & Human Development → Version 1 posted Editorial decision: Revision requested 22 Apr, 2025 Reviews received at journal 22 Apr, 2025 Reviewers agreed at journal 22 Apr, 2025 Reviews received at journal 18 Dec, 2024 Reviewers agreed at journal 20 Nov, 2024 Reviewers agreed at journal 18 Nov, 2024 Reviewers invited by journal 18 Nov, 2024 Editor assigned by journal 16 Nov, 2024 Submission checks completed at journal 06 Nov, 2024 First submitted to journal 05 Nov, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5393242","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":379675850,"identity":"a2360854-d69e-47fd-8674-d61270f749d0","order_by":0,"name":"Huiling Zhou","email":"","orcid":"","institution":"Shanghai Normal University","correspondingAuthor":false,"prefix":"","firstName":"Huiling","middleName":"","lastName":"Zhou","suffix":""},{"id":379675852,"identity":"1c0b036c-03f4-4516-8792-f9bb07c59ca4","order_by":1,"name":"Shuxuan Wang","email":"","orcid":"","institution":"Zibo Normal College","correspondingAuthor":false,"prefix":"","firstName":"Shuxuan","middleName":"","lastName":"Wang","suffix":""},{"id":379675853,"identity":"6ce44132-6cfc-4ae6-9301-73bbdde85582","order_by":2,"name":"Yunhan Lin","email":"","orcid":"","institution":"Xiamen Cangjiang Senior High School","correspondingAuthor":false,"prefix":"","firstName":"Yunhan","middleName":"","lastName":"Lin","suffix":""},{"id":379675855,"identity":"537044b0-d90d-4164-9359-27fd98d88c5f","order_by":3,"name":"Huaibin Jiang","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA30lEQVRIiWNgGAWjYBACxmYQ0cDAwCYBJD8Y2MiRpoVxRkGaMZFWAbUwSDAwMPN8OJxIUDVzO/Ozh193HJbnk25ue2xjwJzAwH746Ab8DmMzN5Y9c9iwTeZgu3GOAVseA09a2g0CfjGTlmw7zNgmkdgmnWPAU8wgwWNGQAv7N5AWe7AWCwOJxAbCWnjMJD+2HU4Ea2EwMCBKS5k0Y1t6MtAvbZI9BgnGbIT8Yth/fJvkzzZr2/mz259J/PjzX46f/fAx/FoaQNGBLMKGTzkIyIMc94OQqlEwCkbBKBjZAADcMkXiEmmp5wAAAABJRU5ErkJggg==","orcid":"","institution":"Fujian Polytechnic Normal University","correspondingAuthor":true,"prefix":"","firstName":"Huaibin","middleName":"","lastName":"Jiang","suffix":""},{"id":379675857,"identity":"f3e32806-ed56-44c0-a3dc-187e2cc2abe7","order_by":4,"name":"Jiamei Lu","email":"","orcid":"","institution":"Shanghai Normal University","correspondingAuthor":false,"prefix":"","firstName":"Jiamei","middleName":"","lastName":"Lu","suffix":""}],"badges":[],"createdAt":"2024-11-05 07:53:16","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5393242/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5393242/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1007/s10578-025-01859-7","type":"published","date":"2025-05-24T15:57:03+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":69376091,"identity":"666bb488-bcde-4804-b4cf-8d712f8838fd","added_by":"auto","created_at":"2024-11-19 17:13:58","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":35748,"visible":true,"origin":"","legend":"\u003cp\u003eSerial mediating paths between HP and PSU.\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-5393242/v1/514000e6fd08d118fcd75d11.png"},{"id":83459955,"identity":"e5423feb-ca65-4f9a-b676-00ac2011c4c8","added_by":"auto","created_at":"2025-05-26 16:05:53","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":698701,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5393242/v1/a4d2c4fb-26cc-4d28-ab75-5dfa270bc4b3.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Harsh Parenting and Problematic Smartphone Use: The Chain Mediating Effects of Attention to Negative Information and Social Anxiety","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe 5th National Survey on Internet Usage Among Minors (China Internet Network Information Center, CNNIC, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) revealed that by 2022, the internet penetration rate among Chinese adolescents had exceeded 99%, with 90% of minors owning personal devices for internet access. Notably, mobile phones have become the most prevalent internet device among young users, and 20.2% of these young internet users reported feeling highly or moderately dependent on the internet. Problematic mobile phone use (PSU) refers to the inability to control mobile phone usage, leading to a compulsive state characterized by a persistent craving and dependence on mobile phones, which can result in significant psychological and social impairment (Busch \u0026amp; McCarthy, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). PSU has been recognized as a common phenomenon worldwide and has been linked to a range of mental health issues, such as depression and sleep disorders, as well as physical health problems (Cui et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Yang et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAmong the numerous risk factors for PSU, family factors play a particularly important role (Niu et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Sela et al., \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Lukavsk\u0026aacute; et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Harsh parenting (HP) is a widely practiced strategy in many Asian countries (Fulu et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). For example, between 48.29% and 80.4% of Chinese parents reported using some form of harsh parenting in the past year (Wang \u0026amp; Liu, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). HP, as a form of negative parenting, is the control of children's behaviour or emotions through the use of physical punishment (such as whipping), verbal abuse (such as scolding) or psychological manipulation (such as belittling) (Berthelon et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). According to Problem Behavior Theory (Jessor, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e1987\u003c/span\u003e), individuals\u0026rsquo; perceptions of their environmental system, including parenting styles, can be critical determinants of their behaviors. According to this theory, HP may trigger problematic behaviors in adolescents, such as PSU. Previous research has identified HP as a strong predictor of behavioral addictions (Jahng, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Lo et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Yang, et al., \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003ePrior studies have focused on emotional and cognitive factors independently as mediators of the relationship between HP and PSU, however, HP disrupts both emotional processes and basic cognitive functions (such as attention). Therefore, a comprehensive understanding of the mechanisms by which HP influences PSU requires a dual-system framework that integrates both emotional and cognitive processing.\u003c/p\u003e\n\u003ch3\u003eAttention to negative information as the mediator\u003c/h3\u003e\n\u003cp\u003eAttention has a significant and unavoidable impact on human behavior. The tendency for specific types of stimuli to capture and maintain attention is referred to as attention bias (Yiend, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). Attention to negative information represents a form of attentional bias, characterized by the selective attention to negative information while neglecting positive information, reflecting a habitual cognitive processing style (Pratto \u0026amp; John, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e1991\u003c/span\u003e; Carlisle, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Pollak (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2003\u003c/span\u003e) proposed the Theory of Affective Learning, suggesting that early experiences play a crucial role in shaping how children process emotional stimuli. In the context of HP, where children are frequently exposed to negative emotional expressions such as anger, criticism, and punishment, this exposure influences the way attention is allocated to emotional cues, resulting in a biased processing of emotional information. Pollak\u0026rsquo; s subsequent experimental research found that children who are physically abused by their parents exhibit a bias toward threat-related stimuli, particularly angry faces (Pollak et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2000\u003c/span\u003e; Pollak et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2001\u003c/span\u003e; Pollak, \u0026amp; Tolley-Schell, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2003\u003c/span\u003e; Pollak et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2005\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAttention bias plays an important role in the maintenance of addictive behaviors (Heuer et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Long-term repeated exposure to addictive stimuli has been reported to alter the brain function of circuits related to the nucleus accumbens, making the addict highly sensitive and dominantly attentive to addiction-related cues (Robinson \u0026amp; Berridge, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Smartphones are filled with fragmented information, with negative content being particularly attention-grabbing (Pratto \u0026amp; John, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e1991\u003c/span\u003e). Especially during the pandemic, the spread of negative information has increased psychological burdens (Lelisho, 2023). For those with high ANI, this situation is particularly problematic, as they may struggle to disengage from threatening stimuli, thereby escalating the risk of PSU (Hu et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eSocial anxiety as the mediator\u003c/h2\u003e \u003cp\u003eSocial anxiety (SA), a significant issue among adolescents today, is characterized by an intense and irrational fear of social interactions and performance in social settings. It is specifically marked by a fear of negative evaluation, feelings of nervousness or distress, and a tendency to avoid social encounters (O\u0026rsquo; Day \u0026amp; Heimberg, 2021; Ran et al., \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). In dysfunctional family settings, children often receive less emotional support and develop maladaptive interpersonal schemas (Weiss et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e1992\u003c/span\u003e). Adolescences exposed to HP may perceive lower social acceptance and peer support. Such environments create a foundation for the development of SA, as early interpersonal trauma, such as child abuse or HP, is strongly linked to the emergence of anxiety-related disorders, including SA (Wang et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Dong et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Thus, HP may be a critical factor contributing to the development of SA.\u003c/p\u003e \u003cp\u003eAdolescents with SA tend to prefer online communication over face-to-face interactions as a way to avoid the discomfort and perceived risks associated with in-person socialization (Edwards et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Tsarpalis-Fragkoulidis et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Also, according to the Compensatory Internet Use Theory (CIUT) (Kardefelt-Winther, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), individuals facing negative emotions or stress, such as SA, may turn to the internet\u0026mdash;specifically, smartphone use\u0026mdash;as a way to cope with these feelings. Smartphones, with their accessibility and ability to provide virtual social connections, become a tool for emotional regulation, thereby increasing the risk of PSU (Rozgonjuk \u0026amp; Elhai, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). As a result, smartphones may serve as a typical form of escape, becoming the preferred method for individuals to manage interpersonal relationships and negative emotions in real-life situations. Numerous longitudinal studies have consistently demonstrated that SA is a significant predictor of PSU (Wei et al., \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Liu et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eThe chain mediating role of ANI and SA\u003c/h3\u003e\n\u003cp\u003eThe Cognitive Vulnerability-Stress Model suggests that cognitive vulnerabilities, such as ANI, are key factors in the development and maintenance of psychopathological conditions like SA (Horvath \u0026amp; Lee, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Studies have demonstrated that individuals with anxiety disorders exhibit attentional biases toward negative or threatening stimuli, such as hostile facial expressions or negative words (Miloff et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; G\u0026uuml;nther et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). These attentional biases intensify emotional reactions and contribute to the persistence of anxiety symptoms. Individuals with SA tend to focus more on socially threatening information, such as negative judgments or rejection from peers (Boettcher et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). For example, research shows that individuals with SA disorder demonstrate an attentional bias toward threatening social information, such as negative facial expressions, and tend to misinterpret social cues as threatening, which exacerbates their anxiety in social situations (Mansell et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2003\u003c/span\u003e). This continuous focus on negative information reinforces their fear of social interactions and contributes to the chronicity of SA (Miloff et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). A study used the dot-probe paradigm to examine the effects of attentional bias training on individuals with high social anxiety. A research found that after 7 days of training, participants showed a shift in attentional bias towards positive social cues, leading to a reduction in SA (Li et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Gulley et al (2013) found that the association between observed negative parenting and SA was mediated by attention bias for angry faces in adolescences.Thus, ANI and SA may act as chain mediators between HP and PSU.\u003c/p\u003e\n\u003ch3\u003ePresent study\u003c/h3\u003e\n\u003cp\u003eThis study aims to explore the relationship between HP and PSU from both emotional and cognitive perspectives, providing a more complete understanding of how harsh parenting contributes to the development of PSU and guiding effective prevention and intervention efforts.\u003c/p\u003e \u003cp\u003eH1: ANI mediates the relationship between HP and PSU.\u003c/p\u003e \u003cp\u003eH2: SA mediates the relationship between HP and PSU.\u003c/p\u003e \u003cp\u003eH3: ANI and SA play serial mediating roles in the relationship between HP and PSU.\u003c/p\u003e"},{"header":"Method","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eParticipants and procedure\u003c/h2\u003e \u003cp\u003eThe present longitudinal study was conducted in two middle schools located in southeastern China. Data were collected using paper-and-pencil questionnaires. Prior to the study, informed consent was obtained from the schools, parents, and students. Additionally, the research protocol received ethical approval from the ethics committee of the authors' affiliated institution. The study included three waves of data collection, each occurring at three-month intervals.\u003c/p\u003e \u003cp\u003eIn September 2021 (Wave 1), 358 students participated in the study. From the original sample, 304 students and 276 students participated in assessments in December 2021 (Wave 2) and March 2022 (Wave 3), respectively. The attrition was primarily due to student transfers and absences on the assessment days. Of the final participants, aged between 13 and 15 years, with a mean age of 13.93 years (SD\u0026thinsp;=\u0026thinsp;0.82). Among these participants, 129 were boys, and 147 were girls.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eMeasures\u003c/h2\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003ch2\u003eHarsh parenting (T1)\u003c/h2\u003e \u003cp\u003eHP was measured with the shortened 6-item version Harsh Discipline Scale (Wang \u0026amp; Qi, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Responses were measured on a likert scale from 1 (rarely) to 5 (always). An example is \u0026ldquo;When you did something wrong, how often did your mom (dad) tell you to get out or lock you out of the house?\u0026rdquo;. Higher scores indicated higher levels of\u0026ensp;HP. In this study the Cronbach\u0026rsquo;s alpha coefficient was 0.832.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e\n\u003ch3\u003eAttention to negative information (T2)\u003c/h3\u003e\n\u003cp\u003eANI was assessed using the Attention to Positive and Negative Inventory (APNI), developed by Noguchi et al. (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). The APNI includes two subscales: attention to positive information and attention to negative information. In this study, we only selected the attention to negative information subscale, which includes 11 items, such as \u0026ldquo;I can\u0026rsquo;t forget the times I have performed poorly at something\u0026rdquo;. Respondents rated the items on a five-point Likert scale, ranging from 1 (very untrue of me) to 5 (very true of me). Higher total scores on this subscale indicated a higher degree of ANI. In the current study, the Cronbach\u0026rsquo;s α was 0.842\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eSocial anxiety (T2)\u003c/h2\u003e \u003cp\u003eSA was assessed using the Interaction Anxiousness Scale (Leary, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e1983\u003c/span\u003e). Participants rate the 15 items on a five-point Likert scale, ranging from 1 (not at all characteristic) to 5 (extremely characteristic). A sample item is \u0026ldquo;I usually feel uncomfortable when I am in a group of people I don\u0026rsquo;t know\u0026rdquo;. Higher total scores on the scale indicate more severe SA. In the current study, the Cronbach\u0026rsquo;s α was 0.846.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eProblematic Smartphone Use (T3)\u003c/h2\u003e \u003cp\u003ePSU was assessed using Smartphone Addiction Scale-Short Version (SAS-SV) (Kwon et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). The SAS-SV includes ten items, such as \u0026ldquo;missing planned study/work due to smartphone use\u0026rdquo;. Respondents rated the items on a six-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Higher total scores on this scale indicated a higher degree of PSU. In the current study, the Cronbach\u0026rsquo;s α was 0.852.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eData analysis\u003c/h2\u003e \u003cp\u003eSPSS 26.0 was used to analyze descriptive data and correlations. Structural equation modeling (SEM) tested mediation and moderation effects with Mplus 8.3. Bootstrapping analyses with 5000 iterations were utilized to evaluate the significance of conditional indirect effects. The effects were considered significant if the 95% CI did not include zero (Hayes, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e "},{"header":"Results","content":"\u003cdiv id=\"Sec14\" type=\"Results\" class=\"Section2\"\u003e \u003cdiv id=\"Sec15\" class=\"Section3\"\u003e \u003ch2\u003eDescriptive statistics\u003c/h2\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents descriptive statistics and correlations between the study variables. Harsh parenting at T1, social anxiety at T2, ANI at T2 and PSU at T3 are significantly positively correlated with each other.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive statistics and correlations\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1 Harsh Parenting (T1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8.28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.141*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.124*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.178**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2 ANI (T2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e39.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.309***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.28***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3 Social anxiety (T2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e48.36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e10.29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.333***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4 PSU (T3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e31.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9.32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003csup\u003e*\u003c/sup\u003e \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05, \u003csup\u003e**\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.01, \u003csup\u003e**\u003c/sup\u003e\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001.\u003c/p\u003e \u003cp\u003eANI\u0026thinsp;=\u0026thinsp;Attention to negative information; PSU\u0026thinsp;=\u0026thinsp;Problematic Smartphone Use\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eMediational analyses\u003c/h2\u003e \u003cp\u003eWe test the mediation model with a single set of path analysis (as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). As this model contains all possible links, it was a saturated model with perfect fit measures. As shown in Fig.\u0026nbsp;2, HP at T1 was associated with PSU at T3, although this association was marginally significant (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.120, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.049). Also, HP at T1 positively predicted ANI at T2 (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.141, \u003cem\u003ep\u003c/em\u003e\u0026lt;0.05), but did not predict social anxiety at T2 (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.082, \u003cem\u003ep\u003c/em\u003e\u0026gt;0.05). ANI at T2 positively predicted SA at T2 (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.298, \u003cem\u003ep\u003c/em\u003e\u0026lt;0.001) and PSU at T3 (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.181, \u003cem\u003ep\u003c/em\u003e\u0026lt;0.01). SA at T2 was a significant predictor of PSU at T3 (\u003cem\u003eβ\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.262, \u003cem\u003ep\u003c/em\u003e\u0026lt;0.001).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, The direct effect of HP on PSU was was 0.12 (95%CI [-0.002 0.231]), the 95% confidence interval included 0, indicating that the direct impact of HP on PSU was not significant. Thus, Hypothesis 1 was not supported. Moreover, the bootstrap method revealed significant mediation effects of NFI (indirect effect\u0026thinsp;=\u0026thinsp;0.026, 95%CI =[0.004 0.062] and and a significant chain mediation (indirect effect\u0026thinsp;=\u0026thinsp;0.011, 95%CI = [0.003 0.025]). Hence, Hypotheses 2 and 4 were verified. And the mediation effect of SA was 0.021 (95%CI [-0.005 0.058]), Hypothesis 3 was not supported.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSerial mediating models between HP and PSU.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEffect\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBoot SE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e95%CI\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTotal effect\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.178\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.060\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e[0.056 0.287]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDirect\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.059\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e[-0.002 0.231]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTotal Indirect effect\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.058\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.025\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e[0.015 0.112]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHarsh Parenting (T1)\u0026rarr;ANI (T2)\u0026rarr;PSU (T3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.026\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.015\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e[0.004 0.062]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHarsh Parenting (T1)\u0026rarr;Social anxiety (T2)\u0026rarr;PSU (T3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.016\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e[-0.005 0.058]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHarsh Parenting (T1)\u0026rarr;Social anxiety (T2)\u0026rarr;ANI (T2)\u0026rarr;PSU (T3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.011\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.005\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e[0.003 0.025]\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003eANI\u0026thinsp;=\u0026thinsp;Attention to negative information; PSU\u0026thinsp;=\u0026thinsp;Problematic Smartphone Use\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe present study examined the role of both emotional and cognitive factors in the effects of HP on PSU, and found that HP (T1) can affect PSU (T3) through the mediating effect of ANI (T2), as well as through the mediating effect of the chain of ANI (T2)-SA (T2). That is, the effects of negative parenting styles on PSU are interfered with by a chain of cognitive and emotional.\u003c/p\u003e \u003cp\u003eOur study tends to support H1, suggesting that ANI (T2) mediated the pathway from HP (T1) to PSU (T3). Specifically, an HP style characterized by high levels of criticism and negativity were associated with selective attention to negative stimuli in the environment. Those adolescents affected by HP were more likely to attend to negative information, such as negative content or conflicting messages on social media, a tendency that may increase their reliance on cell phones as a way to escape or cope with negative emotions in reality. This result elucidates how HP can play a long-lasting influential role in adolescent cell phone addiction through cognitive processing pathways. Also, while some previous experimental studies have established that HP influences ANI and that problematic smartphone users show some attentional bias (Pollak et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2005\u003c/span\u003e; Hu et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), the present study is the first to utilize a self-report measure of ANI and demonstrate its mediating role between HP and PSU.\u003c/p\u003e \u003cp\u003eThe present study found that the path from HP (T1) to SA (T2) was not significant, whereas SA (T2) significantly predicted PSU (T3), failing to support SA as an affective mechanism for HP affecting PSU, H2 was not supported. On the one hand, the traditional Chinese saying, \"to beat is a sign of affection, and to scold is a sign of love\". This adage reflects a broader cultural acceptance of strict or authoritarian parenting styles, which may influence how adolescents perceive and react to HP. In China, HP is often culturally normalized, especially in the context of parental authority and filial piety, both deeply rooted in Confucian values. Adolescents are socialized to respect parental authority, and HP practices, while potentially harmful in other cultural contexts, may be less likely to generate emotional responses such as SA in China. This is because Chinese adolescents may interpret HP as a form of parental care, thus buffering its potential negative effects on SA. On the other hand, SA still played a key role in PSU, validating the CIUT (Kardefelt-Winther, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), that individuals may use online tools such as cell phones to cope with and compensate for their unmet emotional needs in real life. For those adolescents with high levels of SA, smartphones provide a virtual sanctuary that allows them to engage in relatively relaxed social interactions via the Internet while avoiding the social pressures of real life.\u003c/p\u003e \u003cp\u003eMoreover, although HP (T1) had no significant direct effect on SA (T2), our study revealed a chain-mediated mechanism, whereby the impact of HP (T1) on PSU (T3) operated through the increase in ANI (T2) and subsequent elevation in SA (T2). This result supports hypothesis 3. HP may cause adolescents to focus on negative stimuli, interpreting parental criticism or conflict as an omnipresent threat. This ANI amplifies their sensitivity to potentially negative judgments in the broader social context, which increases the risk of SA disorder and further impacts the risk of PSU. HP not immediately trigger SA, but instead impacts SA through ANI, suggests that HP creates a fertile ground for attention bias, which can foster SA over time (Gulley et al., 2013). Cognitive theories propose that how individuals perceive and process information (ANI) influences their emotional reactions (Lakdawalla et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). Adolescents who are exposed to HP may not necessarily experience SA directly, but their emotional state is shaped by the cognitive patterns (ANI) that HP cultivates. This aligns with models like Beck\u0026rsquo;s cognitive triad or the cognitive-behavioral theory (Beck et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), which posit that cognitive distortions are precursors to emotional distress. This highlights the chain mediation model where HP first alters ANI, and then ANI influences the development of SA, eventually leading to PSU.\u003c/p\u003e \u003cp\u003eThis study builds on Problem Behavior Theory, Theory of Affective Learning, Compensatory Internet Use Theory, Cognitive Vulnerability-Stress Mode, to explore the relationship between HP and PSU among adolescents. This study combines cognitive and affective factors to explain the path from HP to PSU. This study found that among the emotional and cognitive factors affecting PSU, cognition may be the more important influence. This study suggests that when exploring the effects of negative parenting styles on individuals' problem behaviors, we should not only focus on the separate roles of emotion and cognition, but should also pay attention to the dual-system architecture of the processing characteristics of both cognition and emotion, and that there is a certain sequential order between emotional and cognitive factors.\u003c/p\u003e \u003cp\u003eAlso, this result also suggests that attentional bias training may be a promising therapy (Li et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), which can be used by professional organizations to improve adolescents' ANI and SA by forcing them to repeatedly shift their attention from negative stimuli, and enhance their attentional disengagement from negative stimuli, thus further reducing the level of PSU. This also suggests that we should attach great importance to adolescents' SA, such as schools can carry out a variety of activities, provide social interaction opportunities, enhance their social skills and their connection with society, reduce SA, and thus reduce the risk of PSU.\u003c/p\u003e \u003cp\u003eThere are several limitations that warrant attention. First, the reliance on self-reported questionnaires introduces inherent biases, such as social desirability and recall inaccuracies. Notably, the measurement of ANI was also conducted through self-report rather than experimental methods, which may have restricted the objectivity of the data. Second,, while this research highlights the mediating role of ANI between HP and PSU, it offers limited exploration of the underlying mechanisms by which ANI exerts its influence. According to the attentional bias component model (Cisler \u0026amp; Koster, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2010\u003c/span\u003e), attentional bias mechanisms can be categorized into attentional vigilance, difficulty disengaging, and attentional avoidance. Future research could further explore the mechanisms underlying the ANI based on the following findings. Finally, this study primarily focused on the roles of ANI and SA in the mediation process. However, future research should expand the scope to consider a broader range of emotional and cognitive variables. This could provide a more comprehensive understanding of the mechanisms driving PSU, offering further guidance for intervention and therapeutic strategies.\u003c/p\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eSummary\u003c/h2\u003e \u003cp\u003eThis study constructed a chain mediation model to examine the influence of HP on PSU, highlighting the role of emotional and cognitive variables as mediators. The findings suggest that HP (T1) predicts PSU (T3) through the indirect effect of ANI (T2) and the chain mediation of ANI (T2) and SA (T2). These results may contribute to guiding interventions aimed at preventing PSU in adolescents. Specifically, reducing the risk of PSU can be achieved by targeting attentional biases through cognitive-behavioral interventions help adolescents shift their focus away from negative stimuli. Additionally, emotional regulation training that addresses social anxiety may further mitigate the pathways linking harsh parenting to PSU.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003ch2\u003eData statement\u003c/h2\u003e \u003cp\u003eThe data used in this study are available upon request by contacting the first author or corresponding author.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eDeclarations\u003c/h2\u003e \u003cp\u003e \u003cstrong\u003eEthical approval\u003c/strong\u003e \u003cp\u003eAll procedures performed in this study involving human participants were following the ethical standards of the institutional committee and the Helsinki Declaration as revised 1989. The Ethics Committee of Shanghai Normal University approved the study (Ethics number: 2023-098).\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInformed Consent\u003c/strong\u003e \u003cp\u003e All participants in the study were provided informed consent.\u003c/p\u003e \u003c/p\u003e \u003cdiv class=\"Heading\"\u003eDeclaration\u003c/div\u003e \u003cp\u003e \u003cb\u003eof generative AI and AI-assisted technologies in the writing process\u003c/b\u003e \u003c/p\u003e\u003ch2\u003eDeclarations\u003c/h2\u003e \u003cp\u003e \u003cb\u003eof interest\u003c/b\u003e None.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eHuiling Zhou: Investigation, Resources, Writing\u0026mdash;original draft, Writing\u0026mdash;review \u0026amp; editing. Shuxuan Wang: Formal analysis, Investigation, Writing\u0026mdash;original draft. Yunhan Lin: Writing\u0026mdash;review \u0026amp; editing, Methodology. Huaibin Jiang: Investigation; Writing\u0026mdash;review \u0026amp; editing. Jiamei Lu: Resources, Writing\u0026mdash;review \u0026amp; editing, project administration.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe data used in this study are available upon request by contacting the first author or corresponding author.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBeck AT, Rush AJ, Shaw BF, Emery G, DeRubeis RJ, Hollon SD (2024) Cognitive Therapy of Depression. Guilford\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBerthelon M, Contreras D, Kruger D, Palma MI (2020) Harsh parenting during early childhood and child development. 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Cogn Emot 221\u0026ndash;285. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/02699930903205698\u003c/span\u003e\u003cspan address=\"10.1080/02699930903205698\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"child-psychiatry-and-human-development","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"chud","sideBox":"Learn more about [Child Psychiatry \u0026 Human Development](http://link.springer.com/journal/10578)","snPcode":"10578","submissionUrl":"https://submission.nature.com/new-submission/10578/3","title":"Child Psychiatry \u0026 Human Development","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"problematic smartphone use:harsh parenting, adolescences, attention to negative information, social anxiety","lastPublishedDoi":"10.21203/rs.3.rs-5393242/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5393242/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eHarsh parenting (HP) has been shown to be associated with problematic smartphone use (PSU) among adolescents. However, few studies have explored the relationship between HP and PSU through a dual-system framework that integrates both emotional and cognitive processing. We aim to investigate the serial mediation effects of attention to negative information (ANI) and social anxiety (SA) in the relationship between HP and PSU among adolescents. The study involved 276 adolescents (mean age\u0026thinsp;=\u0026thinsp;13.93; SD\u0026thinsp;=\u0026thinsp;0.82; 42.4% boys) from two middle schools in southeastern China. We assessed HP, ANI, SA and PSU over three waves at three-month intervals. The result show that ANI (T2) serve as independent mediator between HP (T1) and PSU (T3). Also, ANI (T2) and SA (T2) serve as chain mediators between HP (T1) and PSU (T3). However, the direct effect of HP (T1) on SA (T2) was not significant. These findings suggest that ANI and SA serve as key cognitive and emotional mechanisms linking HP to PSU in adolescents.\u003c/p\u003e","manuscriptTitle":"Harsh Parenting and Problematic Smartphone Use: The Chain Mediating Effects of Attention to Negative Information and Social Anxiety","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-11-19 17:13:53","doi":"10.21203/rs.3.rs-5393242/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-04-22T12:32:09+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-04-22T12:20:36+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"8700593333723131051769085233355886313","date":"2025-04-22T12:18:25+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-12-18T15:42:35+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"307960726366050759417511864419296917369","date":"2024-11-20T23:34:40+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"201832462307236187528217534774635423541","date":"2024-11-19T02:50:15+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-11-18T21:03:32+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-11-16T12:21:04+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-11-06T05:05:31+00:00","index":"","fulltext":""},{"type":"submitted","content":"Child Psychiatry \u0026 Human Development","date":"2024-11-05T07:44:13+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"child-psychiatry-and-human-development","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"chud","sideBox":"Learn more about [Child Psychiatry \u0026 Human Development](http://link.springer.com/journal/10578)","snPcode":"10578","submissionUrl":"https://submission.nature.com/new-submission/10578/3","title":"Child Psychiatry \u0026 Human Development","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"b8cf6371-87cb-4214-8649-308c829aeb8e","owner":[],"postedDate":"November 19th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-05-26T15:59:25+00:00","versionOfRecord":{"articleIdentity":"rs-5393242","link":"https://doi.org/10.1007/s10578-025-01859-7","journal":{"identity":"child-psychiatry-and-human-development","isVorOnly":false,"title":"Child Psychiatry \u0026 Human Development"},"publishedOn":"2025-05-24 15:57:03","publishedOnDateReadable":"May 24th, 2025"},"versionCreatedAt":"2024-11-19 17:13:53","video":"","vorDoi":"10.1007/s10578-025-01859-7","vorDoiUrl":"https://doi.org/10.1007/s10578-025-01859-7","workflowStages":[]},"version":"v1","identity":"rs-5393242","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"identity":"rs-5393242","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}