An Analysis of the Intrinsic Psychological Mechanisms of Adolescent Smartphone Addiction from the Perspective of Self-Determination Theory
DOI:
https://doi.org/10.54097/0wrrb505Keywords:
Adolescents, Smartphone Addiction, Self-determination TheoryAbstract
Adolescent smartphone addiction is usually discussed as a problem of excessive use or weak self-control. That explanation is incomplete because it says little about why the phone becomes so attractive in the first place. Drawing on Self-Determination Theory, this paper examines how unmet needs for competence, relatedness, and autonomy may push adolescents toward smartphone-based activities. In many schools, strong competition and narrow academic criteria make it difficult for students to experience steady progress or to have non-academic strengths recognized. Family conversations that center almost exclusively on grades can create a similar gap in emotional support and personal choice. Smartphone applications then offer quick, visible substitutes: games provide clear feedback, social platforms create a feeling of being connected, and digital entertainment lets users decide what to watch and when to stop. These rewards do not automatically produce addiction, but they can reinforce prolonged use when everyday life repeatedly fails to meet the same needs. On this basis, the paper argues for a coordinated family–school response. Parents can provide more room for choice, companionship, and recognition, while schools can broaden assessment and make campus relationships more supportive. The practical aim is not simply to take the phone away, but to make real-life activities sufficiently meaningful that adolescents no longer need the phone to carry so much psychological weight.
Downloads
References
[1] Fauzi, M. A. (2025). Smartphone addiction among children, adolescents and teenagers: Mapping emerging and future direction. Entertainment Computing, 55, 101025. https://doi.org/10.1016/j.entcom.2025.101025. DOI: https://doi.org/10.1016/j.entcom.2025.101025
[2] Jia, X., & Wang, C. (2023). Research on adolescent smartphone dependence and coping strategies. Basic Education Research, 6–9. (in Chinese)
[3] Ricoy, M.-C., & Martínez-Carrera, S. (2021). Digital newspapers’ perspectives about adolescents’ smartphone use. Sustainability, 13(9), 5316. https://doi.org/10.3390/su13095316. DOI: https://doi.org/10.3390/su13095316
[4] Minghelli, B. (2021). Adolescent neck pain: Association with the use of mobile telephone. Annals of Medicine, 53. DOI: https://doi.org/10.1080/07853890.2021.1896436
[5] Schwartz, S. J., & Petrova, M. (2018). Fostering healthy identity development in adolescence. Nature Human Behaviour, 2(2), 110–111. https://doi.org/10.1038/s41562-017-0283-2. DOI: https://doi.org/10.1038/s41562-017-0283-2
[6] Munno, D., Cappellin, F., Saroldi, M., Bechon, E., Guglielmucci, F., Passera, R., & Zullo, G. (2017). Internet addiction disorder: Personality characteristics and risk of pathological overuse in adolescents. Psychiatry Research, 248, 1–5. https://doi.org/10.1016/j.psychres.2016.11.008. DOI: https://doi.org/10.1016/j.psychres.2016.11.008
[7] Luo, J., Cai, G., Zu, X., Huang, Q., & Cao, Q. (2025). Mobile phone addiction and negative emotions: An empirical study among adolescents in Jiangxi Province. Frontiers in Psychiatry, 16. https://doi.org/10.3389/fpsyt.2025.1541605. DOI: https://doi.org/10.3389/fpsyt.2025.1541605
[8] Du, G., & Wang, X. (2025). Fighting mobile phone addiction with forgiveness following interpersonal transgressions: A psychological compensation perspective. Behavioral Sciences, 15(8), 1209. https://doi.org/10.3390/bs15081209. DOI: https://doi.org/10.3390/bs15091209
[9] Mills, D. J., & Allen, J. J. (2020). Self-determination theory, internet gaming disorder, and the mediating role of self-control. Computers in Human Behavior, 105, 106209. https://doi.org/10.1016/j.chb.2019.106209. DOI: https://doi.org/10.1016/j.chb.2019.106209
[10] Cai, J. L. (2023). Current situation and issues of education equity in China. International Journal of New Developments in Education, 5(1). https://doi.org/10.25236/ijnde.2023.050111. DOI: https://doi.org/10.25236/IJNDE.2023.050111
[11] Wu, H., & Zhao, L. (2022). The connotation, current status, and countermeasures of family education in the new era. Journal of Hebei Normal University (Educational Science Edition), 24, 133–140. (in Chinese)
[12] Semenova, L. M., et al. (2023). Impact of study load on psychophysiological status of high school students. SHS Web of Conferences, 164, 00091. https://doi.org/10.1051/shsconf/202316400091. DOI: https://doi.org/10.1051/shsconf/202316400091
[13] Körmendi, A., Brutóczki, Z., Végh, B. P., & Székely, R. (2016). Smartphone use can be addictive? A case report. Journal of Behavioral Addictions, 5(3), 548–552. https://doi.org/10.1556/2006.5.2016.042. DOI: https://doi.org/10.1556/2006.5.2016.033
[14] Stirnberg, J., Margraf, J., Precht, L.-M., & Brailovskaia, J. (2024). The relationship between reasons for smartphone use, addictive use tendencies, fear of missing out, depression, and life satisfaction: A qualitative and quantitative analysis. Psychopathology, 57(6), 359–368. https://doi.org/10.1159/000537438. DOI: https://doi.org/10.1159/000538263
[15] Lee, H., Kim, J. W., & Choi, T. Y. (2017). Risk factors for smartphone addiction in Korean adolescents: Smartphone use patterns. Journal of Korean Medical Science, 32(10), 1674. https://doi.org/10.3346/jkms.2017.32.10.1674. DOI: https://doi.org/10.3346/jkms.2017.32.10.1674
[16] Chai, X. (2022). The relationship between escape motivation and mobile phone addiction in high school students—A moderated mediation model. Advances in Social Sciences, 11, 3155–3164. (in Chinese) DOI: https://doi.org/10.12677/ASS.2022.118433
[17] Wei, Y. (2019). An investigation and analysis of basic psychological needs and mobile phone addiction among college students. Advances in Psychology, 9, 336. (in Chinese) DOI: https://doi.org/10.12677/AP.2019.92042
[18] Yang, M. (2023). The current situation and reflections on general senior high school education under the new college entrance examination reform. Zhejiang Examinations, 28–31. (in Chinese)
[19] Zhu, C. (2023). On the impact of current senior high school evaluation systems on the cultivation of students’ innovative ability. In Proceedings of the 3rd Innovation Education and Precision Management Summit Forum on Education Theory and Management (Session 1) (pp. 977–980). Beijing, China. https://doi.org/10.26914/c.cnkihy.2023.083361.
[20] Wu, J. (2021). A survey report on learning stress among senior high school students: Evidence from two high schools in Yixing City. Jiangsu Education, 40–44. (in Chinese)
[21] Fang, D. (2025). The current status and improvement strategies of teachers’ teaching evaluation competence in primary and secondary schools. Modern Primary and Secondary Education, 41, 91–94. (in Chinese)
[22] Wang, L. (2025). An empirical analysis of the relationship between academic stress and mental health among senior high school students. In Proceedings (pp. 87–88). Shijiazhuang, Hebei, China. https://doi.org/10.26914/c.cnkihy.2025.055645.
[23] Tan, X., Chen, S., Liu, C., Yang, W., & He, Y. (2025). The relationship between adolescents’ gaming motivation and gaming addiction symptoms: A network analysis approach. Sichuan Mental Health, 38, 261–266. (in Chinese)
[24] Feng, Y. (2025). The mechanism through which short-video addiction influences loneliness. Taste & Classics, 68–70. (in Chinese)
[25] Liu, Y., & Zhang, W. (2023). Design and simulation of precision marketing recommendation system based on the NSSVD++ algorithm. Neural Computing and Applications, 37(13), 8139–8152. https://doi.org/10.1007/s00521-023-08302-9. DOI: https://doi.org/10.1007/s00521-023-08302-9
[26] Wu, W. (2025). Research on the impact of social media algorithmic recommendation on adolescent development. Hunan Institute of Science and Technology. https://doi.org/10.27906/d.cnki.gnghy.2025.000089. (in Chinese)
[27] Li, X., Zhu, X., & Li, W. (2010). Research progress on the need for belonging. Psychological Exploration, 30, 86–90. (in Chinese)
[28] Chen, S., & Zhou, Z. (2007). The influence of peer relationships on adolescent mental health. Journal of Educational Science of Hunan Normal University, 76–79. (in Chinese)
[29] Zhou, Y., & Dong, G. (2024). Challenges and responses in constructing high school teaching evaluation systems from the perspective of core competencies. Jiaoshu Yuren, 12–14. (in Chinese)
[30] Quan, X. (2019). Analysis of the current situation and countermeasures of mental health education in senior high schools. Examination Weekly, 9–10. (in Chinese)
[31] Zhao, H. (2020). Research on the goals of family education at the senior high school stage. Science & Technology Information, 18, 245, 247. (in Chinese)
[32] Wang, M. (2023). A review on mobile phone addiction among teenagers. Lecture Notes in Education Psychology and Public Media, 24, 283–288. (in Chinese) DOI: https://doi.org/10.54254/2753-7048/24/20230758
[33] Tang, X., & Li, X. (2025). Research progress on the association between individual psychological factors and adolescent smartphone addiction. Chinese Journal of School Health, 46, 1055–1059. (in Chinese)
[34] Zhou, M., Zhu, J., Zhou, Z., Zhou, H., & Ji, G. (2022). Cognitive bias toward the internet: The causes of adolescents’ internet addiction under parents’ self-affirmation consciousness. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.964107. DOI: https://doi.org/10.3389/fpsyg.2022.891473
[35] Gao, W. (2025). “Participation–Identification”: Characteristics and development of youth daily online cultural practices. Journal of Zhejiang Gongshang University, 143–156. https://doi.org/10.14134/j.cnki.cn33-1337/c.2025.03.014. (in Chinese)
[36] Sapacz, M., Rockman, G., & Clark, J. (2016). Are we addicted to our cell phones? Computers in Human Behavior, 57, 153–159. https://doi.org/10.1016/j.chb.2015.12.004. DOI: https://doi.org/10.1016/j.chb.2015.12.004
[37] Du, R. (2024). Why do we keep scrolling our phones?—The role of fear of missing out (FoMO). Popular Psychology, 44, 46. (in Chinese)
[38] Shao, B., & Zhang, D. (2021). Development and cultivation of intrinsic learning motivation among primary and secondary school students from the perspective of self-determination theory. Scientific Consulting (Education Research), 160–161. (in Chinese)
[39] Liu, W. (2018). School well-being interventions based on the satisfaction of students’ basic psychological needs. Journal of South China Normal University (Social Science Edition), 104–111. (in Chinese)
[40] Meng, B., Shen, H., Liu, H., Qu, S., & Luo, C. (2025). Sleep deprivation among senior high school students in Shanghai and its related influencing factors. Chinese Journal of School Doctor, 39, 661–665. (in Chinese)
[41] Shen, C. (2024). Influencing factors and coping strategies of adolescent stress. Academy, 17, 72–74. (in Chinese)
[42] Zhang, X., Wu, Y., & Liu, S. (2019). Exploring short-form video application addiction: Socio-technical and attachment perspectives. Telematics and Informatics, 42, 101243. https://doi.org/10.1016/j.tele.2019.101243. DOI: https://doi.org/10.1016/j.tele.2019.101243
[43] Liao, M. (2024). Analysis of the causes, psychological mechanisms, and coping strategies of short video addiction in China. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1352785. DOI: https://doi.org/10.3389/fpsyg.2024.1391204
[44] Gu, Y., & Zhou, H. (2025). Time control, behavioral formation, and adolescent online game addiction: A case study of role-playing games. Science Communication, 17, 89–95. (in Chinese)
[45] Li, X. (2025). Cultivating digital literacy to reduce the harm of excessive smartphone use among adolescents. Chinese Journal of School Health, 46, 609–613, 618. (in Chinese)
[46] Wang, K., et al. (2025). Interaction mechanisms between family ecosystems and adolescent psychosocial development: An empirical study from a sociological perspective. Advances in Psychology, 15, 196. (in Chinese) DOI: https://doi.org/10.12677/ap.2025.158465
[47] Guo, Y. (2023). The impact of family education on adolescent mental health. Advances in Psychology, 13, 1496. (in Chinese) DOI: https://doi.org/10.12677/AP.2023.134178
[48] Yang, H.-M. (2025). The mediating role of family communication in the relationship between academic achievement pressure and problematic smartphone use among Korean early adolescents. Children, 12(5). https://doi.org/10.3390/children12050780. DOI: https://doi.org/10.3390/children12091141
[49] Dai, Y. (2025). Rural adolescents trapped behind screens: The roots of internet addiction and pathways to intervention. Advances in Psychology, 15, 137. (in Chinese) DOI: https://doi.org/10.12677/ap.2025.156359
[50] Zhou, Y. (2025). Research on the causes and governance strategies of adolescent internet addiction. Advances in Social Sciences, 14, 770. (in Chinese) DOI: https://doi.org/10.12677/ass.2025.142181
[51] Luo, Z. (2025). From “score supremacy” to “diversified evaluation”: The transformation and implementation pathways of educational evaluation in the context of building an education-strong nation. Educational Science Research, 58–66. (in Chinese)
[52] Zhang, C., et al. (2022). School belonging and adolescent smartphone dependence: The mediating effect of learning anxiety and the moderating effect of peer relationships. Psychological Development and Education, 38, 848–858. (in Chinese)
[53] Muro, J. H., Stulmaker, H., & Rose, K. K. (2012). Coaching techniques and play therapy responses: A new communication pattern. Strategies, 25(6), 12–15. https://doi.org/10.1080/08924562.2012.10590966. DOI: https://doi.org/10.1080/08924562.2012.10590966
[54] Kovacevic Lepojevic, M., Trajkovic, M., Mijatovic, L., Popovic-Citic, B., Bukvic, L., Kovacevic, M., Parausic Marinkovic, A., & Radulovic, M. (2024). The relationship between teachers’ disciplinary practices and school bullying and students’ satisfaction with school: The moderated mediation effects of sex and school belonging. PLOS ONE, 19(5), e0303466. https://doi.org/10.1371/journal.pone.0303466. DOI: https://doi.org/10.1371/journal.pone.0303466
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal of Education and Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
