Longitudinal Association Between Parental Technoference and Adolescent Academic Burnout: Anxiety and Sex Matter

ABSTRACT Technoference, the disruptions in parent−child communication caused by parental mobile device overuse, has been linked to academic burnout in adolescents. However, the specific effects of technoference on adolescent academic burnout remain underexplored. This study, based on family systems theory, expectation violation theory, and the conservation of resources theory, investigates the longitudinal impact of parental technoference on adolescent academic burnout, with a focus on the mediating role of anxiety and sex differences. Data were collected in two waves in 2022 (T1) and 2023 (T2). A total of 742 Chinese adolescents (54.4% boys, M age = 12.97 years, SD = 0.64) participated. Participants completed the Technology Device Interference Scale, Generalized Anxiety Disorder Scale, and Academic Burnout Scale. T1 parental technoference was a significant positive predictor of T2 academic burnout, with T1 anxiety as a mediator. Specifically, parental technoference as an adverse family factor increased adolescents' anxiety, which in turn led to academic burnout. Furthermore, the effect of T1 parental technoference on T1 anxiety was moderated by sex, with the effect being stronger in girls. This study revealed the detrimental effects of parental technoference and adolescents' anxiety on academic burnout, with a greater impact on girls. The results offered important insights for interventions aimed at preventing academic burnout in students.