Effects of parental psychological control on mobile phone addiction among college students: the mediation of loneliness and the moderation of physical activity

Abstract

Objective
Prior studies have shown that parental psychological control is linked to an increased risk of mobile phone addiction. Nevertheless, few studies have analyzed the potential mechanisms that may mediate or moderate this association. This study aims to investigate the role of loneliness as a mediator in the relationship between parental psychological control and mobile phone addiction, as well as the potential moderating effect of physical activity on this mediation process.

Methods
A survey involving 268 Chinese college students (mean age = 20.58 years, SD = 5.23) utilized the Parental Psychological Control Questionnaire, Mobile Phone Addiction Tendency Scale, Physical Activity Level Scale, and Loneliness Scale. In terms of data analysis, descriptive analysis, Pearson correlation analysis, and moderated mediation effect tests were conducted sequentially.

Results
The results indicated that, after controlling for gender and age, parental psychological control positively predicted mobile phone addiction among college students (B = 0.083, p = 0.034). Loneliness played a partial mediating role in the association between parental psychological control and mobile phone addiction among college students. Additionally, physical activity moderated the impact of loneliness on mobile phone addiction in college students (B = -0.010, p = 0.035).

Conclusion
This study deepens our understanding of how parental psychological control leads to mobile phone addiction. Concurrently, it underscores the importance of enhancing physical activity to mitigate the adverse effects of loneliness.

Full text

Wangetal. BMC Psychology (2025) 13:60
https://doi.org/10.1186/s40359-025-02385-w
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BMC Psychology
Eects ofparental psychological control
onmobile phone addiction amongcollege
students: themediation ofloneliness
andthemoderation ofphysical activity
Jinfu Wang1†, Liang Li2†, Qinmei Wu3, Na Zhang4, Rulan Shangguan1 and Guan Yang1*
Abstract
Objective Prior studies have shown that parental psychological control is linked to an increased risk of mobile phone
addiction. Nevertheless, few studies have analyzed the potential mechanisms that may mediate or moderate this
association. This study aims to investigate the role of loneliness as a mediator in the relationship between parental
psychological control and mobile phone addiction, as well as the potential moderating effect of physical activity
on this mediation process.
Methods A survey involving 268 Chinese college students (mean age = 20.58 years, SD = 5.23) utilized the Parental
Psychological Control Questionnaire, Mobile Phone Addiction Tendency Scale, Physical Activity Level Scale, and Lone-
liness Scale. In terms of data analysis, descriptive analysis, Pearson correlation analysis, and moderated mediation
effect tests were conducted sequentially.
Results The results indicated that, after controlling for gender and age, parental psychological control positively pre-
dicted mobile phone addiction among college students (B = 0.083, p = 0.034). Loneliness played a partial mediating
role in the association between parental psychological control and mobile phone addiction among college students.
Additionally, physical activity moderated the impact of loneliness on mobile phone addiction in college students (B =
-0.010, p = 0.035).
Conclusion This study deepens our understanding of how parental psychological control leads to mobile phone
addiction. Concurrently, it underscores the importance of enhancing physical activity to mitigate the adverse effects
of loneliness.
Keywords Physical activity, Parental psychological control, Mobile phone addiction, Loneliness, Moderated
mediation model, College students
†Jinfu Wang and Liang Li contributed equally to this work.
*Correspondence:
Guan Yang
yangmp6@scut.edu.cn
Full list of author information is available at the end of the article
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Wangetal. BMC Psychology (2025) 13:60
Introduction
In the wake of the swift proliferation of mobile commu-
nication and internet media, the mobile phone user base
has surged, with China at the forefront of this trend [1].
e latest figures from the China Internet Network Infor-
mation Center (CNNIC) indicate that [2], as of June 2022,
China’s mobile internet user count has ballooned to 1.047
billion, with an astonishing penetration rate of 99.6%.
Mobile phones have thus become an integral part of daily
life, serving as a conduit for social interaction, informa-
tion acquisition, and entertainment [3]. e multifaceted
capabilities of smartphones, coupled with their personal-
ized, accessible, and convenient nature, have intensified
societal dependence on these devices [4].
While moderate mobile phone use offers benefits such
as improved cognitive performance [5], attention control
[6], and the promotion of healthy behaviors [7], excessive
or unregulated use poses significant risks, potentially cul-
minating in mobile phone addiction [8]. College students
are identified as a vulnerable demographic [9], navigating
critical developmental stages marked by academic pres-
sures, career uncertainties, and identity formation. Psy-
chological immaturity and self-control deficits render
them susceptible to the allure of mobile phone addiction
[10]. Consequently, mobile phone addiction among this
cohort has emerged as a pressing global health issue, with
reported prevalence rates varying from 10% in the UK,
12.1% in Spain, to a concerning 37.9% in China [11–14].
To address this, it is imperative to identify and under-
stand the risk and protective factors associated with
mobile phone addiction among college students.
As awareness of the negative impact of mobile phone
addiction on college students grows, researchers are
increasingly focusing on the underlying causes and devel-
opment of addictive behaviors. Ecological systems theory
suggests that [15] individual development is influenced
not only by personal traits but also by microenvironmen-
tal and macro-level external systems. e social ecologi-
cal model further emphasizes that [16] individual social
behaviors are sculpted not only by individual choices or
intentions but also by the surrounding social and physical
milieu. In this vein, environmental factors contributing to
mobile phone addiction are under scrutiny, with evidence
suggesting that familial, societal, peer, and educational
settings indeed modulate college students’ engagement
with mobile phones.
e family unit is acknowledged as a pivotal microen-
vironment for personal growth and development [17].
Family systems theory posits a “spillover effect” within
family subsystems [18], whereby an individual’s emotions
or behaviors in one domain, such as parental psycho-
logical control, can ripple into others. College students
are notably vulnerable to the repercussions of parental
psychological control [19]. Subjected to pervasive and
intense parental psychological control, including denigra-
tion, authoritative demands, and guilt induction, college
students may experience compromised psychological
health and emotional equilibrium, precipitating stress
and negative emotions such as distress and loneliness
[20]. Frequently, these students seek refuge in mobile
phone usage to evade these adverse emotions, poten-
tially spiraling into mobile phone addiction [21]. Aligning
with this hypothesis, a plethora of studies have identified
parental psychological control as a salient risk factor for
mobile phone addiction among college students [19, 22,
23]. For instance, Liu etal. demonstrated that diminish-
ing psychologically controlling parenting and embracing
adaptive parenting styles are efficacious in curbing mobile
phone addiction behaviors [19]. Cetinkaya etal. revealed
that students with frequent internet usage report higher
levels of parental psychological control compared to their
less frequent user counterparts [22]. Similarly, Lin etal.‘s
longitudinal study indicated that parental psychological
control is a potent predictor of college students’ internet
addiction two years later [23].
Although prior research has established a correla-
tion between parental psychological control and mobile
phone addiction, several pertinent questions have yet
to be fully explored. Firstly, studies have predominantly
focused on adolescent populations, overlooking the spe-
cific relationships between parental psychological con-
trol and mobile phone addiction in college students. is
demographic is crucial as they navigate the transition to
adulthood, facing increased responsibilities and pres-
sures that that could significantly influence their mobile
phone usage patterns. Secondly, although previous
research has drawn connections between psychological
traits such as depression, social anxiety, and stress with
mobile phone addiction, the impact of the family envi-
ronment, particularly parental psychological control, has
been largely understudied[24]. Our study aims to bridge
this gap by investigating how parental psychological con-
trol might elevate the risk of mobile phone addiction
through increased loneliness, as such control can hinder
the development of healthy social interactions, poten-
tially leading individuals to seek social and emotional
fulfillment through mobile phones. irdly, despite the
existing research on the link between parental psycholog-
ical control and college students’ mobile phone addiction,
there is a dearth of in-depth examination of how protec-
tive factors like physical activity, by mitigating loneli-
ness induced by parental psychological control, could
diminish the risk of mobile phone addiction. is may
be attributed to the intricate interplay between physical
activity and psychological states that remains not fully
understood. Addressing these questions is essential for
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Wangetal. BMC Psychology (2025) 13:60
elucidating the psychological mechanisms underlying
parental psychological control and mobile phone addic-
tion, providing valuable insights for prevention and inter-
vention strategies in higher education settings. is study
is poised to investigate the interconnections between
parental psychological control, loneliness, and mobile
phone addiction among college students and to assess
whether physical activity moderates the mediating effect
of loneliness.
The mediating role ofloneliness
Bronfenbrenner’s ecological systems theory highlights
that individual development is shaped by both environ-
mental factors and personal interactions within those
environments [15]. is perspective emphasizes the
importance of individual traits, such as loneliness, in
the development of mobile phone addiction. Loneliness,
resulting from unsatisfactory interpersonal relation-
ships, is a significant predictor of mobile phone addiction
[25]. e compensatory internet use theory suggests that
individuals who face difficulties in forming real-world
relationships may seek online or mobile phone-based
emotional support and social connections [26]. ose
enduring heightened loneliness, characterized by a pau-
city of close interactions and social support, are more
inclined to utilize mobile phones to satisfy their emo-
tional and social requisites [27, 28]. Furthermore, the
theory of self-regulation deficiency suggests that indi-
viduals with diminished self-regulation skills, frequently
correlated with increased loneliness, are more suscepti-
ble to mobile phone addiction [29, 30]. is susceptibil-
ity stems from their challenge in managing mobile phone
usage, which can evolve into unhealthy media habits and
potential addiction.
Empirical evidence from cross-sectional and longitudi-
nal studies corroborates the positive association between
loneliness and increased mobile phone usage, with ele-
vated loneliness levels being linked to more intensive
phone use [31–33].
Parental psychological control is linked to augmented
loneliness, a pivotal factor in mobile phone addiction.
Self-determination theory asserts that the fulfillment of
autonomy, competence, and relatedness needs is vital
for well-being and adaptive behavior [34, 35]. However,
parental psychological control, marked by the manipu-
lation of an individual’s thoughts and emotions, often
impedes these needs, culminating in stress, coercion, and
loneliness [35]. Consequently, this hampers social adap-
tation and coping mechanisms, rendering individuals
more susceptible to loneliness and potentially amplifying
their dependence on mobile phones for social connec-
tion and emotional support. Cross-sectional and lon-
gitudinal studies have identified parental psychological
control as a risk factor for the inception and progression
of loneliness [36, 37]. Prospective studies examining the
nexus between parental psychological control and lone-
liness confirm that loneliness escalates significantly with
increased parental psychological control [38]. Based on
these findings, we hypothesize that parental psychologi-
cal control may intensify loneliness, thereby augment-
ing the risk of mobile phone addiction, with loneliness
potentially mediating this relationship.
The moderating role ofphysical activity
Although parental psychological control may exert an
indirect effect on mobile phone addiction among college
students through loneliness, not all students are affected
to the same degree. Resilience theory suggests that [39]
mobile phone addiction arises from the complex inter-
play between risk and protective factors. Risk factors,
such as loneliness, can increase vulnerability to negative
outcomes like mobile phone addiction, but protective
factors can interact to reduce or modify the impact of
these risks. is underscores the importance of examin-
ing variables that might moderate the indirect pathway
from parental psychological control to mobile phone
addiction. In this study, we investigated whether physical
activity serves as a moderator in this indirect association.
Physical activity, defined as muscle contractions that
use body energy and involve movement [40], varies in
daily engagement among individuals and is considered an
internal resource with subjective and directional qualities
[41]. It is linked to improved physiological and psycho-
logical health, including life satisfaction and happiness
[42], and can reduce addictive behaviors like internet and
mobile phone addiction [43–45]. Yang etal. [43] propose
that physical activity can directly decrease mobile phone
usage, while Ke etal. [44] find it can indirectly reduce
addiction by enhancing self-esteem. Liu etal. [45] show
that certain sports activities increase dopamine, shifting
interests towards exercise and alleviating mobile phone
addiction symptoms. Kujach et al. [46] demonstrate
that physical activity improves prefrontal cortex activity,
enhancing inhibitory control and aiding in curbing inter-
net addiction.
Physical activity also increases social support and
reduces loneliness [47, 48], with active individuals report-
ing lower loneliness levels [49]. A six-month study found
that moderate to vigorous physical activity significantly
alleviates loneliness, especially in those with higher initial
loneliness [50]. Another study suggests physical exercise
mitigates the impact of physiological issues on internal-
izing and externalizing problems [51], and moderates the
connection between poor sleep and problematic adoles-
cent behavior, particularly among those with lower physi-
cal activity levels [52]. us, as a significant protective
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Wangetal. BMC Psychology (2025) 13:60
factor, physical activity may ameliorate the adverse
effects of loneliness and modulate its relationship with
mobile phone addiction.
The present study
In conclusion, this study is informed by ecological sys-
tems theory [15], compensatory internet use theory
[26], and resilience theory [39] to examine the impact of
environmental factors (parental psychological control)
and individual factors (loneliness and physical activ-
ity) on mobile phone addiction among college students.
We have constructed a moderated mediation model to
evaluate three specific hypotheses: First, parental psy-
chological control is positively associated with mobile
phone addiction among college students (Hypothesis 1).
Second, loneliness mediates the relationship between
parental psychological control and mobile phone addic-
tion (Hypothesis 2). ird, physical activity moderates
the link between loneliness and mobile phone addic-
tion (Hypothesis 3). is integrated model offers a more
nuanced understanding of the intricate developmental
processes compared to simpler moderation or mediation
models. e study’s moderated mediation model (Fig.1)
not only explicates the influence of parental psychologi-
cal control on mobile phone addiction but also delineates
the conditions under which loneliness exerts its influence
on addiction.
Materials andmethods
Study design
is cross-sectional study aims to investigate the rela-
tionships among parental psychological control, lone-
liness, physical activity, and mobile phone addiction
among college students.
Procedures andparticipants
is cross-sectional study was conducted in April 2022
at two universities in Shandong Province. Employing
convenience sampling for practicality and efficiency,
we utilized the Chinese Questionnaire Star platform
(hhtps://www. wjx. cn) for online data collection. Poten-
tial participants were sent study links via email, through
which they completed electronic questionnaires. To
ensure scientific rigor, clear inclusion and exclusion
criteria were established. Inclusion criteria comprised
ownership of a mobile phone, absence of congenital
motor disabilities, and proficiency in spoken and writ-
ten Mandarin. Participants failing to meet these criteria,
those who completed the questionnaire prematurely, or
those with incomplete responses were excluded. Further-
more, a meticulous review process was implemented to
validate questionnaires reporting zero physical activity
and to exclude responses that were incomplete or logi-
cally inconsistent, ensuring the rigor and validity of the
data. e sample size was determined using G*Power
3.0.3 software for power analysis, selecting “F-test —Lin-
ear multiple regression: Fixed model, R² deviation from
zero” [53]. Based on an effect size f of 0.25, a significance
level α of 0.05, and a statistical power (1-β) of 0.95, we
calculated a minimum requirement of 210 participants.
Anticipating a 20% dropout rate, the recruitment target
was adjusted to 263 participants. Efforts were made to
enhance the representativeness of the sample by conduct-
ing sampling across two universities of different types
and sizes and by considering key demographic character-
istics such as gender, grade, and major in the question-
naire design. e effect size f of 0.25 was chosen based on
Cohen’s standards to ensure the study had adequate sen-
sitivity to detect actual effects. e study was conducted
in accordance with principles of voluntary participation
and informed consent, ensuring participants were fully
informed. Out of 301 collected questionnaires, 9 were
excluded for premature completion, and 24 for incom-
plete responses, resulting in an 89% response rate. After
screening, 268 eligible college students successfully com-
pleted the online questionnaire.
e study strictly adhered to the principles of the Hel-
sinki Declaration and also obtained approval from the
Fig. 1 Hypothetical moderated intermediation model
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Wangetal. BMC Psychology (2025) 13:60
Ethics Committee of the School of Physical Education
at South China University of Technology (No.SCUT-
SPT-2022-003). All participants submitted informed con-
sent online before formally engaging in the survey.
Parental psychological control
We employed the Chinese version of the Parental Psy-
chological Control Questionnaire (PPCQ) developed by
Wang etal. to gauge the degree of parental psychologi-
cal control perceived by college students [52]. e ques-
tionnaire consists of 18 items, including dimensions like
guilt induction, withdrawal of love, and authoritarianism.
Assessed on a Likert scale ranging from 1 (strongly disa-
gree) to 5 (strongly agree), higher scores indicate more
severe parental psychological control. Widely utilized in
samples of Chinese college students, this questionnaire
demonstrates robust reliability and validity [54]. In this
study, the PPCQ exhibited satisfactory internal consist-
ency, with an overall Cronbach’s α coefficient of 0.939
and a split-half reliability of 0.888.
Mobile phone addiction
Utilizing the Chinese adaptation of the Mobile Phone
Addiction Proneness Scale (MPATS), developed by
Xiong et al. [55], we evaluated the extent of mobile
phone addiction in college students. is 16-item scale
comprises four dimensions: withdrawal symptoms,
prominent behavior, social comfort, and mood changes.
Employing a 5-point scoring method (1 strongly disagree
to 5 strongly agree), elevated scores signify heightened
levels of mobile phone addiction. Widely employed in
Chinese college student samples, this scale has demon-
strated good reliability and validity [32]. In this study, the
internal consistency of the MPATS is satisfactory, with an
overall Cronbach’s α coefficient of 0.864 and a split-half
reliability of 0.813.
Loneliness
We used the Loneliness Scale developed by Russell etal.
to measure the level of loneliness among college students
[56]. is self-assessment scale primarily evaluates lone-
liness arising from the gap between the desire for social
interaction and the actual level achieved; for exam-
ple, “Do you often feel a lack of companionship?” With
20 questions, the scale uses a four-point rating (1 to 4),
where higher total scores signify heightened loneliness.
Widely applied to Chinese college student samples, this
scale has demonstrated good reliability and validity [57].
In this study, the loneliness scale displayed good internal
consistency, with an overall Cronbach’s α coefficient of
0.861 and a split-half reliability of 0.858.
Physical activity
We utilized the revised Physical Activity Level Scale
(PARS-3) by Liang etal. to comprehensively evaluate the
physical activity of college students over the past month
[58], considering intensity, frequency, and time. Intensity
and frequency are scored on a scale of 1 to 5, while time
is scored on a scale of 0 to 4. e categorization of physi-
cal activity levels is determined by the formula “Physi-
cal Activity Level = Intensity × Frequency × Time,” with
≤ 19 denoting low, 20–42 moderate, and ≥ 43 high levels.
Widely employed in Chinese college student samples,
this scale has demonstrated good reliability and validity.
In this study, the internal consistency coefficient of the
PARS-3 is 0.646.
Demographic variables
In addition to the four pivotal factors previously out-
lined, the current research also probed into a spectrum of
demographic metrics pertaining to the study’s subjects,
encompassing their chronological age, gender, grade,
major, place of residence, self-evaluation of academic
performance, and daily sleep time, as recorded through a
standardized survey instrument.
Data analysis
We used Epidata 3.1 for data entry and management,
conducting statistical analysis on the collected data with
SPSS 20.0. roughout this process, we first used Har-
man’s single-factor method to examine the presence of
common method bias in self-reported data. Secondly,
we employed Pearson correlation analysis to explore the
relationships among the primary variables. Due to the
non-normal distribution of physical activity, we con-
ducted appropriate normality transformations before
analysis. Subsequently, we employed Model 14 in the
PROCESS macro to analyze the mediating role of lone-
liness and the moderating effect of physical activity.
Prior studies have indicated that gender and grade are
significant factors influencing variables such as parental
psychological control, mobile phone addiction, loneli-
ness, and physical activity [59–61]. Consequently, when
examining the mediating and moderating effects, we
controlled for these variables to bolster the validity and
dependability of our findings. e study was conducted
with a significance level of alpha set at 0.05.
Results
Common method bias analysis
Due to objective constraints, this study only used par-
ticipants’ self-reports to collect data, and the relationship
between variables may be influenced by common method
bias. To minimize this bias, we adopted an anonymous
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Wangetal. BMC Psychology (2025) 13:60
measurement method in the procedures. Statistically,
considering the uncertain source of errors, we performed
the Harman single-factor test to assess common method
bias in the collected data. e results indicate that 11
factor eigenvalues are greater than 1, with the first fac-
tor explaining 25.38% of the variance, falling below the
standard 40%, indicating no significant common method
bias in this study.
Demographic variables
Table 1 presents the sociodemographic characteris-
tics of 268 research participants. Among them, 149
(55.6%) were males, and 119 (44.4%) were females,
with 35 (13.1%) freshmen, 59 (22.0%) sophomores, 156
(58.2%) juniors, 78 (29.1%) seniors, and 18 (6.7%) gradu-
ate students. In terms of majors, there were 106 liberal
arts students (39.6%) and 162 science students (60.4%).
Regarding majors, 106 (39.6%) were in liberal arts, and
162 (60.4%) were in science. Concerning residence, 203
(75.7%) hail from urban areas, while 65 (24.3%) come
from rural areas. Concerning academic performance, 35
(13.1%) considered their performance poor, 162 (60.4%)
average, and 71 (26.5%) good. Regarding daily sleep dura-
tion, 21 (7.8%) slept ≤ 6 h, 218 (81.4%) slept 6–8 h, and 29
(10.8%) slept ≥ 8 h.
Descriptive statistics andcorrelation analysis
e results of descriptive statistics and correlation anal-
ysis were shown in Table2. e results revealed signifi-
cant positive correlations between parental psychological
control and mobile phone addiction (r = 0.202, p < 0.001),
as well as loneliness (r = 0.206, p < 0.001). Furthermore,
a significant negative correlation emerged between
parental psychological control and physical activity (r =
−0.166, p = 0.006). Mobile phone addiction exhibited a
significant positive correlation with loneliness (r = 0.268,
p < 0.001). Physical activity displayed significant negative
correlations with both loneliness (r=−0.223, p < 0.001)
and mobile phone addiction (r=−0.275, p < 0.001). es e
associations between variables provided a foundation for
subsequent tests on moderated mediation.
Moderated mediation eects test
Table3 presents the principal results obtained through
the SPSS macro–PROCESS Model 14 based on Hayes
et al. [62] delineating two components: the mediation
variable model, the dependent variable model, and the
assessment of moderated mediation effects. e media-
tion variable model investigated the influence of parental
psychological control on loneliness, and the dependent
variable model evaluated the impacts of parental psycho-
logical control, loneliness, and physical activity on mobile
phone addiction. Conditional indirect effect analysis was
conducted to examine the effects of loneliness on mobile
phone addiction when physical activity varied by one
standard deviation (i.e., conducting a simple slope test).
Results from the mediation model (F = 4.225, R2 = 0.046,
p = 0.006) and the dependent variable model (F = 7.638,
R2 = 0.149, p < 0.001) indicated that, adjusting for gen-
der and grade, parental psychological control positively
predicted loneliness (B = 0.127, p = 0.001), loneliness
positively predicted mobile phone addiction (B = 0.198,
p = 0.003), and parental psychological control also posi-
tively predicted mobile phone addiction (B = 0.083,
Table 1 General characteristics of participants
Variables Categories n%
Gender Male 149 55.6
Female 119 44.4
Grade Freshman 35 13.1
Sophomore 59 22.0
Junior 78 29.1
Senior 78 29.1
Postgraduate 18 6.70
Major Liberal Arts 106 39.6
Science 162 60.4
Place of residence Rural 65 24.3
Urban 203 75.7
Self-evaluation of academic
performance Poor 35 13.1
Average 162 60.4
Good 71 26.5
Daily sleep time ≤ 6 h 21 7.80
6–8 h 218 81.3
≥ 8 h 29 10.8
Table 2 Descriptive statistics and correlations (N = 268)
**p < 0.01
***p < 0.001
Variables M SD 1 2 3 4
1. Mobile phone addiction 47.24 10.35 1
2. Parental psychological control 45.91 15.79 0.202** 1
3. Physical activity 3.13 2.13 −0.275*** −0.166** 1
4. Loneliness 45.66 9.53 0.268*** 0.206*** −0.223*** 1
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Wangetal. BMC Psychology (2025) 13:60
p = 0.034). ese findings suggested that loneliness acted
as a mediating factor in the association between paren-
tal psychological control and mobile phone addiction.
Moreover, the interaction effect between loneliness
and physical activity had a significant impact on mobile
phone addiction (B = −0.010, p = 0.035), signifying that
physical activity moderated the link between loneliness
and mobile phone addiction. To better understand the
moderating effect of physical activity, it was classified
into high (M + 1SD) and low (M−1SD) groups, deter-
mined by the mean plus or minus one standard deviation.
Subsequently, a graphical representation of simple effects
analysis was generated for the relationship between lone-
liness and mobile phone addiction. e results in Fig.2
demonstrated that for individuals with low physical activ-
ity, loneliness positively predicted mobile phone addic-
tion (B = 0.043, p = 0.003), whereas for those with high
physical activity, such an association was not observed.
Table 3 Testing for Moderated Mediation effects
MMean, SDStandard deviation, Bnon- standardized regression coecient, SEStandard error, LLCILower-level CI, ULCIUpper-level CI
*p< 0.05
**p< 0.01
***p< 0.001
B SE t p
Mediator variable model
Constant −3.702 2.677 −1.383 0.168
Gender −0.929 1.153 −0.806 0.421
Grade −0.267 0.465 −0.574 0.566
Parental psychological control 0.127 0.036 3.487** 0.001
Dependent variable model
Constant 42.55 2.856 14.89*** < 0.001
Gender −0.046 1.206 −0.038 0.970
Grade 0.227 0.484 0.470 0.639
Parental psychological control 0.083 0.039 2.134*0.034
Loneliness 0.198 0.066 3.024** 0.003
Physical activity −0.151 0.040 −3.831*** < 0.001
Parental psychological control × Physical activity −0.010 0.005 −2.118*0.035
Conditional direct effect analysis at three kinds of moderator
values = M ± 1SD B Boot SE Boot LLCI Boot ULCI
M − 1SD (4.507) 0.043 0.019 0.004 0.079
M (4.696) 0.025 0.012 0.001 0.050
M + 1SD (4.885) 0.005 0.015 −0.028 0.035
Fig. 2 Physical activity moderates the relation between loneliness and mobile phone addiction
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Wangetal. BMC Psychology (2025) 13:60
Discussion
In this study, we constructed a moderated mediation
model to examine “how” and “when” parental psycho-
logical control influences mobile phone addiction among
college students. e findings suggest that loneliness
serves as a mediator in the association between paren-
tal psychological control and mobile phone addiction.
Moreover, physical activities moderate the association
between loneliness and mobile phone addiction.
Parental psychological control andmobile phone
addiction
Firstly, in line with prior research, our study demon-
strated a positive association between parental psycho-
logical control and mobile phone addiction in college
students. is discovery confirms our hypothesis 1 and
suggests that parental psychological control might esca-
late the likelihood of mobile phone addiction. A sound
parental upbringing is crucial for an individual’s devel-
opment. As Object Relations eory [63] suggests,
parent-college student interactions are fundamental
to understanding the world and forming connections.
Excessive psychological control can impede cognitive
and creative development and lead to social adaptation
difficulties, triggering behavioral issues [63]. Social bond
theory [64] further explains that weak social bonds, often
a result of disrupted parent-child relationships due to
parental psychological control, predispose individuals to
problematic behaviors, including mobile phone addiction
[65]. e Compensatory Model of Psychological Needs
[66] posits that the internet serves as a compensatory
resource for emotional distress. us, when students face
negative emotions from excessive parental control, they
may turn to mobile phones for emotional relief and to
compensate for real-life deficiencies [67].
Mediation ofloneliness
Secondly, our study revealed that parental psychologi-
cal control positively predicted loneliness, subsequently
increasing the likelihood of mobile phone addiction
among college students. is finding substantiated our
hypothesis 2 and suggested that loneliness could be a
crucial mechanism elucidating the association between
parental psychological control and mobile phone addic-
tion among college students. Our results are consistent
with psychological control origins theory, emphasizing
the importance of balanced parent-child boundaries for
healthy development [68]. Excessive parental monitoring
and pressure can lead to psychological issues and prob-
lematic behaviors, including mobile phone addiction [20].
e self-determination theory also supports our find-
ings, as it underscores the importance of fulfilling basic
psychological needs for well-being and positive behav-
ior [34]. Parental control may undermine autonomy,
preventing the fulfillment of these needs and increas-
ing loneliness. As a result, students may turn to mobile
phones to compensate for this lack, potentially leading to
addiction [67]. It is noteworthy that loneliness can only
partially elucidate the connection between parental psy-
chological control and mobile phone addiction. ere-
fore, when further exploring their mediating roles, other
factors (e.g., abnormal peer relationships) may also be
worth considering.
Apart from the overall mediation results, the two fun-
damental processes of the mediating effect between
parental psychological control and mobile phone addic-
tion are equally deserving of attention. First, we observed
that students subjected to higher levels of parental psy-
chological control reported increased loneliness, aligning
with studies that underscore the importance of support-
ive parenting for student mental health [37, 38]. Over-
bearing parental control can lead to detachment, a lack of
emotional support, and adverse effects on self-perception
[69]. Attachment theory [70] suggests that secure parent-
child relationships are vital for child development, and
disruptions can lead to emotional and social loneliness.
Second, we found that students with greater loneliness
were more likely to develop mobile phone addiction, con-
sistent with research highlighting loneliness as a key fac-
tor in this addiction [31, 32, 71]. is finding is further
supported by theories of loneliness evolution [72] and
media dependency [73], which suggest that individuals
lacking social support and deep connections may turn to
mobile phones to seek social interaction and self-affirma-
tion [71]. Collectively, our results, informed by these the-
ories and prior research, underscore the mediating role
of loneliness in the link between parental psychological
control and mobile phone addiction.
Moderation ofphysical activity
Moreover, our research reveals that the impact of loneli-
ness on mobile phone addiction among college students
is modulated by physical activity. us, hypothesis 3
of the current work is also confirmed. is observation
is consistent with prior research, revealing the protec-
tive function of physical activity for both physical and
mental health [51]. ese findings indicate that negative
emotional experiences like loneliness may not necessarily
result in the same degree of problematic behaviors, such
as mobile phone addiction. Engaging in healthy behav-
iors, such as physical activity, can effectively mitigate the
negative impact of loneliness on college students.
Specifically, the moderating role of physical activity in
the relationship between loneliness and mobile phone
addiction can be elucidated by several mechanisms.
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Page 9 of 12
Wangetal. BMC Psychology (2025) 13:60
Firstly, as postulated by social support theory [74], physi-
cal activity promotes the formation of robust interper-
sonal relationships and social support networks, pivotal
for bolstering psychological and mental health. In set-
tings deficient in social support, individuals are prone
to loneliness and may resort to mobile phones as a mal-
adaptive coping strategy [14]. In contrast, those who
partake in physical activity are more likely to encounter
emotional succor within positive social contexts, miti-
gating stress, loneliness, and mobile phone dependence.
Secondly, physical activity is correlated with salutary
psychological outcomes, ameliorating negative mood
states and attenuating symptoms of depression and
anxiety. is regulatory effect on emotions is instru-
mental in diminishing loneliness and, by extension, the
reliance on mobile phones [75]. Moreover, physical activ-
ity stimulates the release of dopamine, a neurotransmit-
ter implicated in reward and pleasure, which significantly
amplifies positive emotions and motivation [76]. By aug-
menting dopamine release, physical activity can enhance
real-life satisfaction, thereby mitigating mobile phone
addiction exacerbated by loneliness. irdly, physi-
cal activity is linked to the enhancement of psychologi-
cal resilience [77]. e positive experiences and capital
accrued through physical endeavors empower individu-
als to manage adverse emotions such as loneliness more
effectively. Consequently, students engaging in substan-
tial physical activity may exhibit a heightened ability
to withstand the negative repercussions of loneliness,
reducing the propensity for mobile phone addiction.
Lastly, physical activity exerts a positive influence on the
development of “internal assets” and “external resources,”
such as self-esteem [78], psychological resilience, inter-
personal relationships, and social support [79]—all effica-
cious in mitigating loneliness. Resilience theory suggests
that individuals can sidestep the adverse trajectories
associated with risk exposure, such as loneliness, by bol-
stering assets and resources [39]. us, individuals with
elevated levels of physical activity may experience a miti-
gated impact of loneliness, owing to their enhanced cop-
ing resources.
Practical implications andlimitations
To our knowledge, this study is the first to explore the
mediating effect of loneliness in the relationship between
parental psychological control and mobile phone addic-
tion among college students, as well as the moderating
role of physical activity. is provides a novel contribu-
tion to the existing body of research. Our analysis indi-
cates that parental psychological control may contribute
to mobile phone addiction by exacerbating loneliness,
and it suggests potential interventions to mitigate this
link. Based on our findings, we advise parents to refine
their parenting strategies and reduce psychological con-
trol to alleviate mobile phone addiction among college
students. We also recommend that educational institu-
tions and families support adolescents in developing
close interpersonal relationships and social support net-
works to reduce loneliness. Moreover, given the signifi-
cant role of physical activity in mitigating mobile phone
addiction, we encourage college students to engage
actively in physical activities as part of their daily routine.
is study is not without limitations, and improve-
ments should be made in future research. Firstly, our data
relied solely on self-reports from college students, which
may introduce reporting biases. Future studies should
incorporate a mix of quantitative and qualitative meth-
ods, including wearable devices for activity monitoring
and reports from parents, teachers, and peers to enhance
data verification. Additionally, there is a need to explore
clinical diagnostic tools for mobile phone addiction to
improve psychological support for its clinical diagno-
sis and treatment. Secondly, our cross-sectional design,
while theoretically grounded, does not establish causality.
Longitudinal studies are necessary to examine the causal
relationships implied by this research. irdly, the lim-
ited sample size and convenience sampling method may
restrict the generalizability of our findings. Future stud-
ies should employ more rigorous sampling techniques,
such as stratified sampling, and increase sample size to
enhance external validity [80]. Furthermore, although
this study has focused on the moderating role of physi-
cal activity on the relationship between loneliness and
mobile phone addiction and has chosen these variables
based on theoretical frameworks and existing literature,
we acknowledge that parental psychological control
might influence an individual’s engagement in physical
activity, a factor that was not fully addressed here. Paren-
tal psychological control may restrict children’s freedom
to engage in physical activities [81], thereby affecting
their mental health and social functioning. erefore,
future research should consider the potential inter-
play between parental psychological control and physi-
cal activity, and its implications on the nexus between
loneliness and mobile phone addiction. Lastly, we rec-
ognize that additional variables, including individual
coping strategies and social support, may exert a signifi-
cant influence on mobile phone addiction and should be
incorporated into future studies to provide a more com-
prehensive understanding of the underlying mechanisms.
Conclusion
is study enhances our comprehension of the relation-
ship between parental psychological control and mobile
phone addiction among college students by exploring the
mediating role of loneliness and the moderating effect
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Page 10 of 12
Wangetal. BMC Psychology (2025) 13:60
of physical activity. e findings suggest that loneliness
partially mediates the link between parental psychologi-
cal control and mobile phone addiction. In other words,
parental psychological control induces feelings of loneli-
ness in college students, subsequently leading to mobile
phone addiction. Furthermore, physical activity acts
as a moderator, mitigating the influence of loneliness
on mobile phone addiction in college students. Based
on these findings, addressing mobile phone addiction
among college students requires collaborative efforts
from both families and schools. It is recommended that
families guide their children in a positive manner and
reduce excessive psychological control. Schools should
establish additional interpersonal communication plat-
forms to assist college students in reducing their levels of
loneliness. Lastly, encourage college students to actively
engage in physical activities to boost psychological resil-
ience and diminish the likelihood of mobile phone addic-
tion. In future studies, intervention strategies could be
formulated to diminish the incidence of mobile phone
addiction among Chinese college students by addressing
parental psychological control and loneliness.
Acknowledgements
Not applicable.
Authors’ contributions
JFW, QMW and LL co-designed the research. JFW, QMW and NZ performed
the research. LL, RLSS and NZ collected the data. JFW wrote the manuscript.
QMW and NZ analyzed the data. GY revised the manuscript mainly. All authors
read and approved the final manuscript.
Funding
This research was supported by the National Project of Education Sciences
Planning from the Ministry of Education in P.R. China [CLA200277], the Youth
Foundation Project of Humanity and Social Sciences for the Ministry of Educa-
tion [24YJC890061], the Guangdong Education Sciences Planning Project
[2024GXJK206], the Project of Guangzhou Municipal Science and Technology
Bureau [2023A04J1822], and the Guangdong Office of Philosophy and Social
Science Planning Project on Discipline Co-construction [GD22XTY01].
Data availability
The dataset generated and/or analyzed during the current study will be avail-
able from the corresponding author on reasonable request.
Declarations
Ethics approval and consent to participate
The study strictly adhered to the principles of the Helsinki Declaration and
obtained approval from the Ethics Committee of the School of Physical Educa-
tion at South China University of Technology (No.SCUT-SPT-2022-003). Before
formally participating in the survey, all participants provided online informed
consent.
Consent for publication
Not applicable.
Competing interests
The authors declare no competing interests.
Author details
1 School of Physical Education, South China University of Technology,
Guangdong, Guangzhou, P.R. China. 2 Department of Police Sports and Skills,
Guangdong Justice Police Vocational College, Guangzhou, P.R. China. 3 School
of Physical Education, Shandong University, Jinan City, Shandong, P.R. China.
4 School of Nursing, Xi ’an Jiaotong University Health Science Center, Xi
’an 710061, P.R. China.
Received: 25 June 2024 Accepted: 10 January 2025
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