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TikTok, My Safe Room: A Moderated Mediation Model of Perceived Stress and Problematic Short-Form Video Use among Adolescents in Nonurban Areas

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Title: TikTok, My Safe Room: A Moderated Mediation Model of Perceived Stress and Problematic Short-Form Video Use among Adolescents in Nonurban Areas
Language: English
Authors: Xingchang Liu, Jiachen Zou, Yuchi Zhang (ORCID 0000-0001-8083-8935)
Source: School Psychology International. 2026 47(1):83-109.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 27
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, High School Students, Adolescents, Rural Areas, Handheld Devices, Computer Oriented Programs, Video Technology, Mass Media Effects, Anxiety, Parent Influence, Parent Participation, Self Management, Depression (Psychology), Student Behavior
Geographic Terms: China
Assessment and Survey Identifiers: Depression Anxiety and Stress Scales
DOI: 10.1177/01430343251404078
ISSN: 0143-0343
1461-7374
Abstract: Short-form video applications (apps) are thriving among adolescents worldwide, and their algorithm-driven tailored patterns and convenient video capture functions provide adolescents with exciting and highly attractive entertainment. In recent years, worries over adolescent problematic media use have surged, yet comprehensive exploration remains lacking. This study aimed to examine whether self-control accounts for the indirect effects of perceived stress on Chinese nonurban high school students' problematic short-form video use (PSVU), as well as the moderating role of their perceived parental active mediation/co-use behaviors. Data were collected from 790 participants in three nonurban high schools, and analyses were conducted using SPSS and Mplus. Results revealed that self-control partially explained the indirect relationship between perceived stress and PSVU, while parental active mediation/co-use moderated the relationship between self-control and PSVU. This empirical study is the first to examine the complex mechanism of perceived stress related to PSVU among high school students, and implications of the findings for school practitioners and recommendations for future research are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497615
Database: ERIC
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  Data: TikTok, My Safe Room: A Moderated Mediation Model of Perceived Stress and Problematic Short-Form Video Use among Adolescents in Nonurban Areas
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: Short-form video applications (apps) are thriving among adolescents worldwide, and their algorithm-driven tailored patterns and convenient video capture functions provide adolescents with exciting and highly attractive entertainment. In recent years, worries over adolescent problematic media use have surged, yet comprehensive exploration remains lacking. This study aimed to examine whether self-control accounts for the indirect effects of perceived stress on Chinese nonurban high school students' problematic short-form video use (PSVU), as well as the moderating role of their perceived parental active mediation/co-use behaviors. Data were collected from 790 participants in three nonurban high schools, and analyses were conducted using SPSS and Mplus. Results revealed that self-control partially explained the indirect relationship between perceived stress and PSVU, while parental active mediation/co-use moderated the relationship between self-control and PSVU. This empirical study is the first to examine the complex mechanism of perceived stress related to PSVU among high school students, and implications of the findings for school practitioners and recommendations for future research are discussed.
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  Data: 2026
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  Data: EJ1497615
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