With the surge of short video platforms, concerns about addiction, particularly among adolescents, have escalated. A recent study has developed the Short Video Addiction Scale for Middle School Students (SVAS-MSS) to assess this emerging issue and provide a framework for understanding the specific challenges posed by short video consumption.
Conducted with a sample size of 1,492 middle school students, the study reveals striking data: short video usage in China has soared to 1.053 billion users, comprising 96.4% of internet users, with adolescents accounting for nearly 200 million of this figure. Middle school students, specifically, exhibit the highest usage rates, standing at 67.9%.
The SVAS-MSS, developed after thorough qualitative interviews and subsequent psychometric testing, is structured around five core dimensions reflecting the multifaceted nature of short video addiction. These dimensions include Academic Procrastination, Interpersonal Strain, Social Communication Difficulties, Attention Concentration Difficulties, and Impaired Control over Short Video Use. The scale comprises a final set of 15 items, exhibiting a high internal consistency with a Cronbach’s α of 0.900, which positions it as a reliable tool for identifying potential addiction amongst middle schoolers.
Short videos are generally short segments of video clips, often under five minutes, that appeal due to their lightweight and interactive nature. However, the nature of short videos can lead to compulsive viewing, obstructing academic performance, disrupting daily routines, and resulting in strained relationships, both familial and social. The interviews conducted with students aimed to explore their psychological and behavioral responses to such usage, revealing notable problems including declining academic performance, reduced attention spans, and increased interpersonal conflicts.
The qualitative study, which involved 16 junior high school students and two Grade 8 teachers from different regions in China, was pivotal for developing the initial item pool for the SVAS-MSS. Through semi-structured interviews, key themes emerged that were subsequently categorized into identifiable dimensions, forming the foundation of this new scale.
Further validation of the SVAS-MSS took place in a phase involving 322 validated questionnaires from a central school in China. This testing yielded a high response rate of 93.8%. Within two weeks, a retest reduced the sample slightly, still retaining an impressive engagement level from participants.
The exploratory factor analysis (EFA) confirmed that the scale effectively captures five distinct factors related to short video addiction. Confirmatory factor analysis (CFA) further established the structural validity of the SVAS-MSS, adhering to strong fit indices, proving the robustness of the findings.
The implications of the study are significant. As middle school students face distinct developmental challenges, the findings illustrate a pressing need for support systems that address the consequences of short video addiction. Educators and parents are urged to be vigilant and proactive in recognizing these patterns to foster healthier digital habits within this demographic.
However, the research does note limitations, such as the self-reporting nature of the data and the focus on a specific age group, which may limit broader generalizability. Nevertheless, the study lays the groundwork for future research endeavors aimed at a comprehensive understanding of short video behaviors across varied cultural contexts.
In conclusion, the development of the SVAS-MSS signifies a critical advancement in the assessment of short video addiction within middle school settings. By arming educators and parents with a scientifically sound tool to measure video consumption behaviors, the possibility of timely interventions and support can be enhanced, promoting healthier user habits for adolescents navigating this increasingly digital landscape.
