Academic stress and internet gaming addiction in college students: a moderated mediation model with anxiety as mediator and peer support as moderator
- 1School of Health Management, Guangzhou Medical University
- 2Student Affairs Department, North China Institute of Aerospace Engineering
- 3Research Center of Rural Education and Cultural Development/School of Education, Hubei University of Science and Technology
Abstract
Background: Academic stress is a known risk factor for internet gaming addiction among college students; however, the underlying mechanisms remain not fully elucidated. The current study aimed to examine the mediating role of anxiety in the relationship between academic stress and internet gaming addiction, as well as the moderating role of peer support.
Methods: A cross-sectional survey was conducted among 636 Chinese college students in China. Participants completed measures of academic stress, anxiety, peer support, and internet gaming addiction. Analyses were performed using the PROCESS macro for SPSS. Model 4 was used to test mediation, and Model 59 was used to test moderated mediation, with age and gender controlled for in all analyses.
Results: Academic stress was positively associated with internet gaming addiction among college students ( r = 0.28, p < 0.001), and anxiety mediated this relationship (indirect effect = 0.22, 95% CI = [0.16, 0.27]). Peer support significantly moderated this indirect effect by buffering the path from academic stress to anxiety ( b = -0.18, p <.01). Specifically, for college students with lower peer support, the relationship between academic stress and anxiety was significant ( b = 0.42, p <.001); for those with higher peer support, the relationship remained significant but weaker ( b = 0.24, p <.001).
Conclusion: Academic stress was associated with internet gaming addiction among college students through increased anxiety, and peer support served as a protective buffer in this mechanism by weakening the association between academic stress and anxiety. These findings highlight the importance of anxiety management and peer support interventions for preventing internet gaming addiction among college students facing academic stress.
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BibTeX
@article{li2026academic,
title = {{Academic stress and internet gaming addiction in college students: a moderated mediation model with anxiety as mediator and peer support as moderator}},
author = {Jingjing Li and Bao Liu and Yu Wang},
journal = {Frontiers in Psychiatry},
year = {2026},
month = oct,
doi = {10.3389/fpsyt.2026.1958057},
url = {https://www.frontiersin.org/articles/10.3389/fpsyt.2026.1958057/full},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Academic stress and internet gaming addiction in college students: a moderated mediation model with anxiety as mediator and peer support as moderator
AU - Jingjing Li
AU - Bao Liu
AU - Yu Wang
PY - 2026
DA - 2026/10/15
JO - Frontiers in Psychiatry
DO - 10.3389/fpsyt.2026.1958057
UR - https://www.frontiersin.org/articles/10.3389/fpsyt.2026.1958057/full
AB - Background: Academic stress is a known risk factor for internet gaming addiction among college students; however, the underlying mechanisms remain not fully elucidated. The current study aimed to examine the mediating role of anxiety in the relationship between academic stress and internet gaming addiction, as well as the moderating role of peer support. Methods: A cross-sectional survey was conducted among 636 Chinese college students in China. Participants completed measures of academic stress, anxiety, peer support, and internet gaming addiction. Analyses were performed using the PROCESS macro for SPSS. Model 4 was used to test mediation, and Model 59 was used to test moderated mediation, with age and gender controlled for in all analyses. Results: Academic stress was positively associated with internet gaming addiction among college students ( r = 0.28, p < 0.001), and anxiety mediated this relationship (indirect effect = 0.22, 95% CI = [0.16, 0.27]). Peer support significantly moderated this indirect effect by buffering the path from academic stress to anxiety ( b = -0.18, p <.01). Specifically, for college students with lower peer support, the relationship between academic stress and anxiety was significant ( b = 0.42, p <.001); for those with higher peer support, the relationship remained significant but weaker ( b = 0.24, p <.001). Conclusion: Academic stress was associated with internet gaming addiction among college students through increased anxiety, and peer support served as a protective buffer in this mechanism by weakening the association between academic stress and anxiety. These findings highlight the importance of anxiety management and peer support interventions for preventing internet gaming addiction among college students facing academic stress.
SN - 1664-0640
ER -