The Role of Cognitive Emotion Regulation Strategies on Problematic Smartphone Use: Comparison between Problematic and Non-Problematic Adolescent Users
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Measures
2.3. Procedure
2.4. Data Analysis
3. Results
3.1. Descriptive Analysis in Measured Demographic and Psychological Variables
3.2. Differences in CER Strategies between Participants with High and Low SAS-SV Scores
3.3. Pearson Intercorrelation Coefficients Between the CERQ Subscales and the SAS-SV Scores
3.4. Prediction of Problematic or Non-Problematic Smartphone User Group: Logistic Regression Analysis
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Socio-Demographic Variables | Sample | |
---|---|---|
M | SD | |
Age | 15.63 | 1.16 |
Average starting age of mobile phone use | 11.65 | 1.65 |
N | % | |
Gender | ||
Male | 390 | 46.2 |
Female | 455 | 53.8 |
Educational level | ||
9th grade secondary | 386 | 45.7 |
10th grade secondary | 246 | 29.1 |
11th grade secondary | 120 | 14.2 |
12th grade secondary | 93 | 11.0 |
Parental control at home | ||
Never | 245 | 29.0 |
Rarely | 249 | 29.5 |
Occasionally | 197 | 23.3 |
Often | 113 | 13.4 |
Always | 41 | 4.9 |
Parental control outside the home | ||
Never | 338 | 40.0 |
Rarely | 226 | 26.7 |
Occasionally | 155 | 18.3 |
Often | 78 | 9.2 |
Always | 48 | 5.7 |
Hours of smartphone home use per week | ||
I do not use it | 15 | 1.8 |
Less than 2 h | 45 | 5.3 |
2 to 3 h | 85 | 10.1 |
3 to 5 h | 195 | 23.1 |
More than 6 h | 505 | 59.8 |
Hours of smartphone use per weekend | ||
I do not use it | 6 | 0.7 |
Less than 2 h | 41 | 4.9 |
2 to 3 h | 98 | 11.6 |
3 to 5 h | 215 | 25.4 |
More than 6 h | 485 | 57.4 |
To own a smartphone | ||
No, I do not use any | 2 | 0.2 |
No, but use someone else’s | 5 | 0.6 |
Yes, I have one of my own | 784 | 92.8 |
Yes, I have more than one of my own | 54 | 6.4 |
Cognitive Emotion Regulation Strategies | Low SAS-SV Scores (N = 491) | High SAS-SV Scores (N = 354) | ||||
---|---|---|---|---|---|---|
M | SD | M | SD | F | η2 | |
Self-blame | 11.10 | 3.29 | 11.70 | 3.34 | 6.55 * | 0.18 |
Acceptance | 13.32 | 3.44 | 13.70 | 3.16 | 2.64 | 0.11 |
Rumination | 12.34 | 3.73 | 13.55 | 3.31 | 23.49 *** | 0.34 |
Positive refocusing | 11.30 | 4.31 | 11.10 | 4.15 | 0.47 | 0.04 |
Refocus on planning | 14.26 | 3.82 | 13.97 | 3.80 | 1.17 | 0.07 |
Positive reappraisal | 13.72 | 3.97 | 13.34 | 3.86 | 1.92 | 0.09 |
Putting into perspective | 13.68 | 3.86 | 13.55 | 3.47 | 0.24 | 0.03 |
Catastrophising | 9.48 | 3.26 | 10.66 | 3.31 | 26.54 *** | 0.32 |
Blaming others | 8.52 | 3.21 | 9.26 | 3.12 | 11.18 *** | 0.23 |
Variables | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
---|---|---|---|---|---|---|---|---|---|
1. Self-blame | -- | ||||||||
2. Acceptance | 0.43 ** | -- | |||||||
3. Rumination | 0.50 ** | 0.50 ** | -- | ||||||
4. Positive refocusing | 0.05 | 0.25 ** | 0.15 ** | -- | |||||
5. Refocus on planning | 0.31 ** | 0.43 ** | 0.41 ** | 0.43 ** | -- | ||||
6. Positive reappraisal | 0.18 ** | 0.37 ** | 0.21 ** | 0.48 ** | 0.63 ** | -- | |||
7. Putting into perspective | 0.20 ** | 0.34 ** | 0.23 ** | 0.38 ** | 0.51 ** | 0.60 ** | -- | ||
8. Catastrophizing | 0.34 ** | 0.27 ** | 0.42 ** | 0.06 | 0.05 | −0.01 | 0.10 ** | -- | |
9. Blaming others | −0.17 | 0.08 * | 0.15 ** | 0.17 ** | 0.11 ** | 0.09 * | 0.16 ** | 0.34 ** | -- |
10. Smartphone Use | 0.13 ** | 0.06 | 0.23 ** | −0.02 | −0.05 | −0.08 * | −0.03 | 0.21 ** | 0.15 ** |
Variables | β | SEβ | Wald | p | VIF | Tolerance |
---|---|---|---|---|---|---|
Gender | 0.73 | 0.15 | 21.86 | p < 0.01 | 1.03 | 0.97 |
Age | 0.18 | 0.10 | 3.11 | p = 0.07 | 2.64 | 0.37 |
Educational level | −0.06 | 0.11 | 0.32 | p = 0.57 | 2.61 | 0.38 |
Parental control at home | 0.07 | 0.07 | 0.87 | p = 0.34 | 1.51 | 0.66 |
Parental control outside | −0.23 | 0.07 | 9.04 | p < 0.01 | 1.53 | 0.65 |
Self-blame | 0.02 | 0.02 | 0.65 | p = 0.42 | 1.56 | 0.64 |
Acceptance | −0.01 | 0.02 | 0.02 | p = 0.86 | 1.63 | 0.61 |
Rumination | 0.06 | 0.02 | 5.33 | p = 0.02 | 1.93 | 0.51 |
Positive refocusing | 0.01 | 0.02 | 0.34 | p = 0.55 | 1.44 | 0.69 |
Refocus on planning | −0.05 | 0.02 | 3.16 | p = 0.07 | 2.16 | 0.46 |
Positive reappraisal | −0.01 | 0.02 | 0.07 | p = 0.78 | 2.27 | 0.43 |
Putting into perspective | −0.02 | 0.02 | 0.69 | p = 0.40 | 1.73 | 0.57 |
Catastrophizing | −0.05 | 0.02 | 4.25 | p = 0.03 | 1.51 | 0.66 |
Blaming others | 0.06 | 0.02 | 5.96 | p = 0.01 | 1.24 | 0.80 |
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Extremera, N.; Quintana-Orts, C.; Sánchez-Álvarez, N.; Rey, L. The Role of Cognitive Emotion Regulation Strategies on Problematic Smartphone Use: Comparison between Problematic and Non-Problematic Adolescent Users. Int. J. Environ. Res. Public Health 2019, 16, 3142. https://doi.org/10.3390/ijerph16173142
Extremera N, Quintana-Orts C, Sánchez-Álvarez N, Rey L. The Role of Cognitive Emotion Regulation Strategies on Problematic Smartphone Use: Comparison between Problematic and Non-Problematic Adolescent Users. International Journal of Environmental Research and Public Health. 2019; 16(17):3142. https://doi.org/10.3390/ijerph16173142
Chicago/Turabian StyleExtremera, Natalio, Cirenia Quintana-Orts, Nicolás Sánchez-Álvarez, and Lourdes Rey. 2019. "The Role of Cognitive Emotion Regulation Strategies on Problematic Smartphone Use: Comparison between Problematic and Non-Problematic Adolescent Users" International Journal of Environmental Research and Public Health 16, no. 17: 3142. https://doi.org/10.3390/ijerph16173142