Problematic Internet Use in Early Adolescents: Gender and Loneliness Differences in a Latent Growth Model

Figures & data

Table 1 Matrix of Means, Standard Deviations and Correlation Coefficients of Each Variable

Variables (N=296)	M±SD	1	2	3	4	5	6	7	8	9
1. Gender
2. T1 PIU	27.03±11.83	−0.20**	1.00
3. T2 PIU	28.68±12.01	−0.13*	0.47**	1.00
4. T3 PIU	32.75±12.84	−0.11	0.29**	0.43**	1.00
5. T4 PIU	36.41±13.80	−0.08	0.21**	0.26**	0.52**	1.00
6. T1 Loneliness	40.47±9.43	0.05	0.23**	0.17**	0.16*	0.22**	1.00
7. T2 Loneliness	39.22±10.44	−0.04	0.23**	0.36**	0.23**	0.15*	0.41**	1.00
8. T3 Loneliness	42.84±11.19	0.05	0.13**	0.24**	0.35**	0.20**	0.37**	0.53**	1.00
9. T4 Loneliness	43.67±10.32	0.05	0.12	0.10	0.23**	0.26**	0.36**	0.38**	0.53**	1.00

Notes: T1–T4 for grades 6–9, respectively; *p<0.05, **p<0.01.

Figure 1 Nonlinear unconditional latent growth model for problematic internet use.

Note: T1–T4 for grades 6–9, respectively; *p<0.05, **p<0.01, ***p<0.001.

Figure 2 Gender differences in the developmental trajectory of problematic internet use.

Note: T1–T4 for grades 6–9, respectively; *p<0.05, **p<0.01, ***p<0.001.

Figure 3 The effect of gender difference and loneliness on the developmental trajectory of problematic internet use.

Note: T1–T4 for grades 6–9, respectively; *p<0.05, **p<0.01, ***p<0.001.

Figure 4 Latent variable growth model for the parallel development process.

Note: T1–T4 for grades 6–9, respectively; *p<0.05, **p<0.01, ***p<0.001.