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<p>With the rapid rise in TikTok usage among youth, concerns regarding its addictive usage and impact on mental health and academic performance have emerged. The present study was undertaken to evaluate whether TikTok addiction mediates the relationship between psychological distress (depression and anxiety) and academic self-efficacy (ASE) of Arab university students. A cross-sectional survey was conducted among 3257 university students in Egypt, Jordan, Lebanon, Palestine, and Oman. Students completed validated Arabic translations of measures of our variables of interest. Mediation analyses were carried out using the PROCESS macro in SPSS, after adjusting for relevant covariates. TikTok addiction significantly mediated the relationship between psychological distress and ASE. Specifically, it partially mediated the link of anxiety (indirect effect: Beta = − 0.28 (indicating a moderate negative association); Boot SE = 0.04; Boot 95% CI − 0.35, − 0.20) and depression (indirect effect: Beta = − 0.28 (indicating a moderate negative association); Boot SE = 0.04; Boot 95% CI − 0.35, − 0.20) to ASE. Higher depression and anxiety were significantly associated with higher TikTok addiction, and higher TikTok addiction was significantly associated with lower ASE. In addition, higher depression and anxiety were significantly and directly associated with lower ASE. Conversely, when TikTok addiction was modeled as the independent variable, both anxiety (indirect effect: Beta = − 0.05; Boot SE = 0.01; 95% CI − 0.08; − 0.03) and depression (indirect effect: Beta = − 0.05; Boot SE = 0.01; 95% CI − 0.08; − 0.03) mediated its negative association with ASE. Problematic TikTok use and psychological distress appear to reinforce one another in diminishing students’ academic confidence. This reciprocal mediation highlights a harmful cycle in which TikTok addiction and internalizing symptoms jointly erode ASE. Interventions targeting social media addiction could enhance students’ academic functioning and well-being in Arab university settings.</p>

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A Multinational Study on the Mediating Effect of TikTok Addiction Between Psychological Distress and Academic Self-Efficacy Among University Students

  • 期刊论文

  • 发表日期：

    2025年12月16日

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  • Elie Ghadban,
  • Christian-Joseph El Zouki,
  • Hanaa Ahmed Mohamed Shuwiekh,
  • Mai Helmy,
  • Abdallah Y. Naser,
  • Kamel Jebreen,
  • Sami El Khatib,
  • Diana Malaeb,
  • Sahar Obeid,
  • Mirna Fawaz,
  • Tasnim Swaitti,
  • Eqbal Radwan,
  • Inad Nawajah,
  • Mohamad El Haj,
  • Ahmed Moustafa,
  • Souheil Hallit,
  • Feten Fekih-Romdhane

摘要

With the rapid rise in TikTok usage among youth, concerns regarding its addictive usage and impact on mental health and academic performance have emerged. The present study was undertaken to evaluate whether TikTok addiction mediates the relationship between psychological distress (depression and anxiety) and academic self-efficacy (ASE) of Arab university students. A cross-sectional survey was conducted among 3257 university students in Egypt, Jordan, Lebanon, Palestine, and Oman. Students completed validated Arabic translations of measures of our variables of interest. Mediation analyses were carried out using the PROCESS macro in SPSS, after adjusting for relevant covariates. TikTok addiction significantly mediated the relationship between psychological distress and ASE. Specifically, it partially mediated the link of anxiety (indirect effect: Beta = − 0.28 (indicating a moderate negative association); Boot SE = 0.04; Boot 95% CI − 0.35, − 0.20) and depression (indirect effect: Beta = − 0.28 (indicating a moderate negative association); Boot SE = 0.04; Boot 95% CI − 0.35, − 0.20) to ASE. Higher depression and anxiety were significantly associated with higher TikTok addiction, and higher TikTok addiction was significantly associated with lower ASE. In addition, higher depression and anxiety were significantly and directly associated with lower ASE. Conversely, when TikTok addiction was modeled as the independent variable, both anxiety (indirect effect: Beta = − 0.05; Boot SE = 0.01; 95% CI − 0.08; − 0.03) and depression (indirect effect: Beta = − 0.05; Boot SE = 0.01; 95% CI − 0.08; − 0.03) mediated its negative association with ASE. Problematic TikTok use and psychological distress appear to reinforce one another in diminishing students’ academic confidence. This reciprocal mediation highlights a harmful cycle in which TikTok addiction and internalizing symptoms jointly erode ASE. Interventions targeting social media addiction could enhance students’ academic functioning and well-being in Arab university settings.