Protective Effects of Social and Emotional Learning on the Association Between Internet Addiction and Depressive Symptoms in Adolescents.
學年 115
學期 1
發表日期 2026-09-04
作品名稱 Protective Effects of Social and Emotional Learning on the Association Between Internet Addiction and Depressive Symptoms in Adolescents.
作品名稱（其他語言）
著者 Chen, Y. H.
作品所屬單位
出版者
會議名稱 The 90th Annual Convention of the Japanese Psychological Association
會議地點 Tokyo, Japan
摘要 Introduction: The rapid proliferation of digital technologies has profoundly transformed adolescents' daily lives, bringing both opportunities and challenges for their psychological development. Among these challenges, Internet addiction (IA) has emerged as a growing public health concern, particularly due to its association with adverse mental health outcomes such as depressive symptoms. A substantial body of research has consistently demonstrated a positive relationship between IA and depression, suggesting that excessive or maladaptive Internet use may contribute to emotional dysregulation, social withdrawal, and diminished well-being. Despite these findings, relatively limited attention has been directed toward identifying protective factors that may buffer the negative psychological consequences of IA. From the perspective of educational psychology, Social and Emotional Learning (SEL) offers a promising framework for understanding resilience processes in adolescents. SEL encompasses a set of core competencies—including emotional regulation, self-awareness, social awareness, interpersonal skills, and responsible decision-making—that are essential for adaptive functioning and psychological well-being. Previous studies have indicated that higher levels of SEL are associated with reduced emotional distress and improved mental health outcomes (Masood, et al., 2026). Building upon this theoretical foundation, the present study aims to examine whether SEL functions as a moderating factor in the relationship between IA and depressive symptoms. Specifically, we hypothesize that higher levels of SEL competencies will attenuate the positive association between IA and depression among adolescents. Method: Data for this study were drawn from the Taiwan Assessment of Student Achievement Longitudinal Database (TASAL), which provides a nationally representative sample of secondary school students. The final sample consisted of 8,739 adolescents, ensuring robust statistical power and generalizability of findings. Three primary constructs were assessed using validated instruments. Internet addiction was measured using the Chinese Internet Addiction Scale (CIAS), which captures multiple dimensions of problematic Internet use. Social and Emotional Learning competencies were assessed using the WCSD Social and Emotional Competency Assessment (Long Form), encompassing domains such as self-management, social awareness, and relationship skills. Depressive symptoms were evaluated using the Center for Epidemiologic Studies Depression Scale (CES-D), a widely used measure of depressive symptomatology. Data analysis proceeded in several stages. First, descriptive statistics were computed to summarize the distributions of key variables. Second, Pearson correlation analyses were conducted to examine bivariate relationships among IA, SEL, and depressive symptoms. Finally, moderation analysis was performed using PROCESS macro Model 1 to test whether SEL moderated the association between IA and depression. All variables were mean-centered prior to analysis to reduce multicollinearity and facilitate interpretation of interaction effects. Results: The results of the descriptive and correlational analyses indicated that Internet addiction was significantly and positively associated with depressive symptoms, while Social and Emotional Learning competencies were negatively associated with both IA and depression. These findings are consistent with prior literature and provide preliminary support for the hypothesized relationships. More importantly, the moderation analysis revealed a significant interaction effect between IA and SEL on depressive symptoms. Specifically, the positive association between IA and depression was significantly weaker among adolescents with higher levels of SEL competencies. Simple slope analyses further illustrated this pattern: for students with low SEL, depressive symptoms increased sharply as IA levels rose, indicating heightened vulnerability. In contrast, for students with high SEL, the increase in depressive symptoms associated with IA was substantially attenuated, reflecting a buffering or protective effect. These findings suggest that SEL competencies play a critical role in mitigating the psychological risks associated with excessive Internet use. Discussion: The present study provides large-scale empirical evidence supporting the protective role of Social and Emotional Learning in adolescent development. Consistent with theoretical expectations, SEL was found to function as a moderator that buffers the detrimental impact of Internet addiction on depressive symptoms. Adolescents with stronger SEL competencies appear better equipped to regulate their emotions, maintain supportive social relationships, and make adaptive decisions regarding Internet use, thereby reducing the likelihood of developing depressive symptoms. These findings carry important implications for both research and educational practice. From a theoretical standpoint, the results extend existing models of adolescent mental health by highlighting the role of socio-emotional competencies as resilience factors in digital contexts. From a practical perspective, the study underscores the value of integrating SEL programs into school curricula as a proactive approach to promoting mental health and preventing maladaptive outcomes associated with excessive Internet use. In an era characterized by pervasive digital engagement, fostering SEL competencies may serve as a sustainable strategy for enhancing adolescents’ psychological resilience and well-being. Future research is encouraged to explore longitudinal and intervention-based designs to further establish causal relationships and to examine how SEL-based interventions can be optimized in diverse educational settings.
關鍵字 Social and Emotional Learning;Internet Addiction;Depression
語言 en_US
收錄於
會議性質 國際
校內研討會地點 無
研討會時間 20260904~20260906
通訊作者
國別 JPN
公開徵稿
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相關連結

機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/129814 )