Learning Burnout and Internet Gaming Disorder: Longitudinal Chain Mediation Effects of Self-Control and Peer Alienation

Abstract

Learning burnout, a prevalent condition among adolescents characterized by emotional exhaustion and academic disengagement, has been increasingly recognized as a critical risk factor for Internet Gaming Disorder. This study investigates the chain-mediating roles of self-control and peer alienation in this relationship. A longitudinal design was implemented with three waves of data collected from 759 Chinese middle school students. Chain mediation analyses were conducted to examine the dynamic pathways among these variables over time. Learning burnout not only directly predicted IGD but also exerted indirect effects through the mediating roles of self-control and peer alienation. The proportion of mediation effects showed an initial increase from T1 (48.18%) to T2 (60.98%), followed by a decrease at T3 (41.94%), suggesting a transition from conscious coping strategies to habitual addictive patterns. The longitudinal model (T1–T3) demonstrated that early learning burnout impaired self-control at T2, which subsequently led to increased peer alienation at T3, ultimately contributing to IGD, with this pathway accounting for 72.14% of the total effect. These findings support a dual-process mechanism involving resource depletion and compensatory need satisfaction, highlighting the importance of early interventions focused on enhancing self-regulation capabilities and improving peer relationships to prevent IGD development among adolescents.