Gender-based differences in interaction effects between childhood maltreatment and problematic mobile phone use on college students’ depression and anxiety symptoms

焦虑 萧条(经济学) 心理学 临床心理学 自杀预防 伤害预防 人为因素与人体工程学 毒物控制 移动电话 精神科 职业安全与健康 医学 医疗急救 经济 病理 宏观经济学 电信 计算机科学
作者
Yulin Zhang,Shuqin Li,Huiqiong Xu,Zhengge Jin,Ruoyu Li,Yi Zhang,Yuhui Wan
出处
期刊:BMC Psychiatry [Springer Nature]
卷期号:23 (1) 被引量:5
标识
DOI:10.1186/s12888-023-04777-x
摘要

Childhood maltreatment and problematic mobile phone use are risk factors for depression and anxiety symptoms among college students. However, how the interaction between the two factors affects depression and anxiety has yet to be validated. This study aimed to investigate the independent and interaction effects of childhood maltreatment and problematic mobile phone use on depression and anxiety among college students and explored gender-based differences in these associations.A cross-sectional study was conducted from October to December 2019. We collected data from 7623 students at two colleges in Hefei and Anqing cities in Anhui Province, China. Multinomial logistic regression models were performed to explore the associations of childhood maltreatment and problematic mobile phone use with depression and anxiety symptoms and their interaction effects on depression and anxiety symptoms.Childhood maltreatment and problematic mobile phone use were significantly associated with increased risk of depression and anxiety symptoms (P < 0.001). Moreover, following adjustments for covariates, there was a multiplicative interaction between childhood maltreatment and problematic mobile phone use on depression and anxiety symptoms (P < 0.001). Gender-based differences were also observed in the associations. For instance, depression was more common in males and male students with childhood maltreatment were at higher risk of depression-only symptoms.Focusing on childhood maltreatment and problematic mobile phone use could facilitate a reduction in the occurrence of depression and anxiety symptoms in college students. Furthermore, it is necessary to develop gender-targeted intervention strategies.
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