Shen Y, Zhou Y, Ren S, Li Y, Liu Y, Zhou R, Fan X, Xie G. Relations between peer bullying and adolescent depression: the mediating effect of cellphone usage.
Front Psychiatry 2025;
16:1486628. [PMID:
40357516 PMCID:
PMC12066570 DOI:
10.3389/fpsyt.2025.1486628]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/26/2024] [Accepted: 03/20/2025] [Indexed: 05/15/2025] Open
Abstract
Introduction
Adolescent depression is a growing concern worldwide. This study explores the relationship between peer bullying, cellphone usage, and adolescent depression, aiming to investigate a mediation effect model based on Erikson's stages of psychological development.
Methods
Using a cluster sampling method and a cross-sectional survey, a total of 2343 adolescents aged 12 to 18 were recruited from 12 national medical institutions. Cluster sampling was used to select participants who were confirmed to have depression. The survey employed the Multidimensional Peer Victimization Scale (MPVS), the Mobile Phone Addiction Index (MPAI), and the Patient Health Questionnaire (PHQ-9) for paper-and pencil evaluations. The three variables were analyzed using SPSS 26 software, applying correlation analysis and multiple linear regression analysis.
Results
The results showed that peer bullying has significant positive correlation with depression (r=0.330, p<0.001) and with cellphone use (r=0.287, p<0.001). Furthermore, cellphone usage was positively correlated with depression (r=0.333, p<0.001). Additionally, cellphone usage had a partial mediating effect between peer bullying and depression (r=0.414, p<0.001, b=0.234). The results underscore the crucial role of peer relationships in adolescent psychological development. Cellphone addiction mediates the link between adolescent depression and peer bullying, highlighting its significant impact.
Conclusion
These findings contribute to understanding the interplay between social influence and depression, offering practical guidelines for fostering a supportive school environment and regulating adolescents' phone use.
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