The Structural Model in Parenting Style, Attachment Style, Self-Regulation and Self-Esteem with Smartphone Addiction

Abstract

Technological addiction has become a common issues worldwide, this research hopes to discover the possible framework of smartphone addiction, raise awareness on further discovery and acknowledgment on the problem of technological dependencies. The present research aims at investigating the relationships of students' parenting styles to their attachment style, self-regulation, self-esteem and smartphone addiction. Two hundred and eleventh university students (138 females and 74 males) participated in the study to complete five questionnaires by using convenient sampling. To analyse the data, path analysis was employed. The main finding was that one path model was formed successfully. The model indicated that parenting style can be a desirable predictor on attachment style and self-regulation to smartphone addictions. Authoritative parenting style was the best predictor that student tend to be in secure attachment style, authoritarian also considerably predict anxious and fearful attachment, while permissive style predict dismissive style. Moreover, secure and anxious attachment style desirably predict students' self-regulation and self-esteem. Under self-regulation, higher impulse control also successfully predict less addictive behaviour on smartphone, while goal setting negatively predict smartphone addiction. The new finding may be the first paper to explore the relationships between smartphone addiction and other constructs in social educational psychology aspect. Based on this finding, educators can gain insight on how parenting and self-regulation influence people's tendency of excessive smartphone usage. More programs which aimed at promoting parent's better parenting skills; and students' favourable regulating techniques to enhance impulse control and goal setting are suggested.



Author Information
Kwan Hoi Ching, Hong Kong Shue Yan University, Hong Kong
Leung Man Tak, Hong Kong Shue Yan University, Hong Kong

Paper Information
Conference: ACP2016
Stream: Psychology and Education

This paper is part of the ACP2016 Conference Proceedings (View)
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