MOBILE PHONE ADDICTION AND RELATIONSHIP WITH NEGATIVE EMOTION, LEARNING BURNOUT, PHYSICAL ACTIVITY, AND FAMILY FUNCTIONALITY AMONG CHINESE NURSING UNDERGRADUATES: A STRUCTURAL EQUATION MODEL

Ya Meng^{1, 2, #}, Lingling Huang^{3, #}, Hao Zhang^4*, Jian Song², Xiaojing Yu⁵ , Xiao Xia Xu^{6, *} 

¹Department of Nursing, School of Medical, Huanghe Science and Technology College, Zhengzhou 450000, China - ²Department of Nursing, School of Nursing, Philippine Women's University, Manila Philippines - ³School of Nursing, Lida University, Shanghai 201609, China - ⁴Department of Minimally-Invasive Intervention, The Affiliated Cancer Hospital of Zhengzhou University, Zhengzhou 450008, China - ⁵Department of Educational Technology, College of Education, Soochow University, Suzhou 215127, China - ⁶Nursing Department, The Affiliated Cancer Hospital of Zhengzhou University, Zhengzhou 450008, China - 

Introduction: To explore the current situation and influencing factors of mobile phone addiction among nursing undergraduates and provide a theoretical basis for establishing an intervention mechanism for mobile phone addiction. 

Materials and method: A cross-sectional survey was conducted using convenience cluster sampling in November 2021, and 1,933 nursing undergraduates from 9 universities in China were investigated. The Mobile Phone Addiction Index (MPAI), Depression Anxiety Stress Scales-21 (DASS-21), Learning Burnout Questionnaire (LBQ), Physical Activity Rating Scale-3 (PARS-3), and PAGAR were used. SPSS 25.0 and AMOS 22.0 were used to analyze the influencing factors of mobile phone addiction, and a structural equation model was established. 

Results: The mobile phone addiction score was 47.55±11.28, and the learning burnout, negative emotion, family functionality, and physical activity scores were 32.47±9.61, 54.85±9.99, 7.22±2.75, and 13.56±14.93 respectively. The results of the structural equation model analysis showed that family functionality, learning burnout, negative emotions, and physical activity had direct effects on mobile phone addiction (effect values were 0.093, 0.431, 0.299, and -0.058), and family functionality and negative emotions had indirect effects on mobile phone addiction through learning burnout (effect values were -0.075 and 0.225). The total effect of family functionality on mobile phone addiction (β= 0.017) was not significant (P>0.05), while learning burnout (β=0.436) , negative emotions (β=0.524) and physical activity (β=-0.058) had significant effects on mobile phone addiction (P<0.05). 

Conclusion: The mobile phone addiction of nursing undergraduates was shown to be directly or indirectly affected by negative emotions, learning burnout and physical activity. University administrators can adopt various measures to prevent mobile phone addiction and promote the protection of students’ physical and mental health.