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Cited by 20Impact of Technology on AdolescentsSexuality, Behavior, and TechnologyChild Development and Digital Technology

Short video addiction scale for middle school students: development and initial validation

Open access
Ye, Jianmei, Wang, Weijun, Huang, Dawei, Ma, Shihao, Chen, Shuna, Dong, Wanghao, Zhao, Xin·2025·Scientific Reports
DOI 10.1038/s41598-025-92138-xPMC PMC11929814
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Abstract

The rise of short video platforms has increased concerns about addiction, especially among adolescents. This study aimed to develop a Short Video Addiction Scale for middle school students. A sample of 1492 middle school students participated in the study. Initial items were derived from qualitative interviews and refined through psychometric analyses, including Exploratory and Confirmatory Factor Analyses. The final scale, consisting of 15 items across five factors (Academic Procrastination, Interpersonal Strain, Social Communication Difficulties, Attention Concentration Difficulties, and Impaired Control over Short Video Use), demonstrated high internal consistency (Cronbach’s α = 0.900), test-retest reliability, and strong validity. The Short Video Addiction Scale, a 15-item scale, demonstrates robust psychometric properties. It is reliable and valid for assessing short video addiction among middle school students and will be a valuable tool for identifying and addressing the growing concerns of short video addiction in adolescents.

AI snapshot

Written from the paper’s full text.

TL;DR

This study developed and initially validated a 15-item Short Video Addiction Scale for Middle School Students (SVAS-MSS) using qualitative interviews and psychometric analyses in 1,492 Chinese middle school students. It reports a five-factor structure with high internal consistency and acceptable test-retest reliability, though limitations include no cutoff score and limited generalizability.

Key findings

  • The final SVAS-MSS contains 15 items across five factors: Academic Procrastination, Interpersonal Strain, Social Communication Difficulties, Attention Concentration Difficulties, and Impaired Control over Short Video Use; EFA retained five factors explaining 68.964% of total variance.
  • Reliability was reported as total Cronbach’s α = 0.900, with subscale α values of 0.791 (Academic Procrastination), 0.625 (Interpersonal Strain), 0.751 (Social Communication Difficulties), 0.807 (Attention Concentration Difficulties), and 0.732 (Impaired Control over Short Video Use); total test-retest reliability was 0.788.
  • CFA in Sample 4 (n = 1009) showed acceptable fit for the five-factor model: χ² = 262, df = 80, χ²/df = 3.275, RMSEA = 0.047, CFI = 0.970, TLI = 0.960, SRMR = 0.031; a higher-order factor model also fit acceptably.
  • Gender invariance was supported: configural, weak, and strong invariance models had CFI 0.950–0.951, TLI 0.934–0.942, RMSEA 0.058–0.062, and SRMR 0.038–0.042, with ΔCFI < 0.01, ΔTLI < 0.01, and ΔRMSEA < 0.015. Criterion correlations were 0.532 with social networking site addiction, 0.690 with smartphone addiction, 0.464 with academic stress, and 0.364 with academic burnout.

Methods

  • Study 1 used semi-structured interviews with 16 junior high school students (9 females, 7 males; grades 7–9; age range 12–15 years, M = 13.30, SD = 0.978) and 2 Grade 8 teachers, recruited via snowball sampling; Nvivo12 coding produced 156 nodes, 155 primary codes, 14 secondary codes, and 5 tertiary codes.
  • Study 2 used psychometric validation samples: Sample 2 for EFA had 322 valid questionnaires from 343 (93.8% effective rate); Sample 3 for test-retest had 143 valid questionnaires from 157 (91.1%) two weeks later; Sample 4 for CFA, reliability, validity, and measurement invariance had 1,009 valid questionnaires from eastern, central, and western China, with no overlap with Samples 2/3.
  • Analyses used SPSS 27 and Mplus 8.0, including item-total correlations, exploratory factor analysis with principal axis factoring and oblique rotation, parallel analysis, confirmatory factor analysis, reliability analysis, AVE/CR, Fornell-Larcker discriminant validity, criterion validity, and gender measurement invariance.

Limitations

  • The paper states that the sample was limited to middle school students, which may limit generalizability; self-report data may introduce social desirability or recall biases; further validation across diverse cultural and socioeconomic contexts is needed; and no validated cutoff score exists, limiting clinical utility.
  • Evident from the reported results: Interpersonal Strain had Cronbach’s α = 0.625 and AVE = 0.380, below the stated AVE > 0.4 threshold, and Social Communication Difficulties did not meet the Fornell-Larcker discriminant criterion.
  • Evident reporting inconsistencies: the discussion states “significant negative correlations” between the SVAS-MSS and social networking site/smartphone addiction scales, while Table 7 reports positive correlations (0.532 and 0.690); the discussion also cites Cronbach’s α = 0.905, whereas the abstract, results, and conclusion report α = 0.900.

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Integrity signals

Registry

Crossref · 10.1038/s41598-025-92138-x

Cites

35 of 35 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 9 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    The final SVAS-MSS demonstrated test-retest reliability.

    “test-retest reliability”
    Quote in the paperSubstantial claim
  • Findingown data

    The final SVAS-MSS demonstrated strong validity.

    “strong validity”
    Quote in the paperSubstantial claim
  • Findingown data

    The final SVAS-MSS demonstrated high internal consistency (Cronbach's α = 0.900).

    “demonstrated high internal consistency (Cronbach’s α = 0.900)”
    Quote in the paperSubstantial claim
  • Findingown data

    The final SVAS-MSS consists of 15 items across five factors: Academic Procrastination, Interpersonal Strain, Social Communication Difficulties, Attention Concentration Difficulties, and Impaired Control over Short Video Use.

    “The final scale, consisting of 15 items across five factors (Academic Procrastination, Interpersonal Strain, Social Communication Difficulties, Attention Concentration Difficulties, and Impaired Control over Short Video Use)”
    Quote in the paperSubstantial claim
  • Findingown data

    The Attention Concentration Difficulties factor of the SVAS-MSS comprises 3 items.

    “Attention Concentration Difficulties: It Comprises 3 items”
    Quote in the paperNot a substantial claim
  • May combine two claims. 39
  • Classified as probably not a substantial claim. 15
  • The quote only partly states this claim. 2

  • May combine two claims.

    Findingreasoning

    Engagement with short-form video content undermines students' capacity to complete assignments in a timely manner, precipitating challenges in academic adaptation.

    “The engagement with short-form video content undermines students’ capacity to complete assignments in a timely manner, thereby precipitating challenges in academic adaptation.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Findingnone given

    Short video platforms employ algorithms that incessantly curate content aligned with students' interests, thereby impeding their ability to regulate viewing behaviors and relinquish their mobile devices.

    “Short video platforms employ algorithms that incessantly curate content aligned with students’ interests, thereby impeding their ability to regulate viewing behaviors and relinquish their mobile devices.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Findingnone given

    Students frequently emulate actions observed in videos or incorporate internet memes into their interactions, manifesting signs of impaired behavioral control.

    “In real-life contexts, students frequently emulate actions observed in videos or incorporate internet memes into their interactions, manifesting signs of impaired behavioral control.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Findingown data

    Post-viewing consumption of short videos leads to a decline in cognitive functions and memory retention among students, adversely impacting academic performance.

    “Interview findings reveal that post-viewing consumption of short videos leads to a decline in cognitive functions and memory retention among students, adversely impacting academic performance.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    Procrastination behaviors exacerbate academic challenges, as students exhibit difficulty in regulating their viewing habits, resulting in postponement or extension of homework completion times.

    “Furthermore, procrastination behaviors exacerbate these challenges, as students exhibit difficulty in regulating their viewing habits, resulting in the postponement or extension of homework completion times.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingreasoning

    The inherent characteristics of short videos-brevity, rapid pacing, substantial information density-diminish students' patience for extended tasks such as studying and homework, thereby weakening their sustained attention.

    “The inherent characteristics of short videos—namely their brevity, rapid pacing, and substantial information density—diminish students’ patience for extended tasks such as studying and homework, thereby weakening their sustained attention.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Excessive consumption of short videos diminishes the time allocated for parent-child interactions and exacerbates family conflicts.

    “Interview findings indicate that excessive consumption of short videos diminishes the time allocated for parent-child interactions and exacerbates family conflicts.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The sharing of short videos can facilitate the development of friendships among peers, but inappropriate or excessive use of internet memes may undermine relationships with classmates.

    “Simultaneously, although the sharing of short videos can facilitate the development of friendships among peers, the inappropriate or excessive use of internet memes (hot memes) may undermine relationships with classmates.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Addiction to short-form video content leads to a reduction in communication between junior high students and their parents, subsequently triggering frequent disputes and strained familial relationships.

    “Addiction to short-form video content leads to a reduction in communication between junior high students and their parents, subsequently triggering frequent disputes and strained familial relationships.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Short video addiction among middle school students is characterized by five prominent dimensions: interpersonal relationship difficulties, challenges in academic adaptation, attention concentration impairments, Impaired Control over Short Video Use, and compulsive video consumption.

    “Interview findings demonstrate that short video addiction among middle school students is characterized by five prominent dimensions: interpersonal relationship difficulties, challenges in academic adaptation, attention concentration impairments, Impaired Control over Short Video Use, and compulsive video consumption.”
    Quote in the paperSubstantial claim
    • The authors state this as an assumption: Middle school students' lives predominantly revolve around school.

  • Probably not a substantial claim: may not pass S4 (based). May combine two claims.

    Findingreasoning

    After viewing short videos, students frequently revisit the content during classes or while completing assignments, leading to dispersed attention.

    “After viewing short videos, students frequently revisit the content during classes or while completing assignments, leading to dispersed attention.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Findingreasoning

    Addiction to short videos markedly diminishes self-regulatory capacities, adversely affecting both daily functioning and academic performance.

    “Consequently, addiction to short videos markedly diminishes self-regulatory capacities, adversely affecting both daily functioning and academic performance.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingreasoning

    Prolonged engagement with short-form video content results in narrowed attention spans among students, hindering their ability to concentrate on external stimuli.

    “Prolonged engagement with short-form video content results in narrowed attention spans among students, hindering their ability to concentrate on external stimuli.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingnone given

    Viewing short videos during nocturnal hours impairs attentiveness in subsequent classroom sessions, attenuating the efficacy of instructional delivery.

    “Viewing short videos during nocturnal hours impairs attentiveness in subsequent classroom sessions, attenuating the efficacy of instructional delivery.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingreasoning

    Attempts by students to curtail or cease short video consumption often prove unsuccessful, rendering them unable to interrupt viewing sessions.

    “Furthermore, attempts by students to curtail or cease short video consumption often prove unsuccessful, rendering them unable to interrupt viewing sessions and subsequently hindering their academic and personal schedules.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The √AVE for the SVAS-MSS is 0.746, exceeding its correlations with the Social Networking Site Addiction Scale (0.532), Smartphone Addiction Scale (0.690), Academic Stress Scale (0.464), and Academic Burnout Scale (0.364).

    “the √AVE for the SVAS-MSS is 0.746, which exceeds its correlation coefficients with the Social Networking Site Addiction Scale (0.532), the Smartphone Addiction Scale (0.690), the Academic Stress Scale (0.464), and the Academic Burnout Scale (0.364).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    In CFA on Sample 4, both the five-factor model and the higher-order factor model exhibited satisfactory fit indices.

    “The findings indicated that both models exhibited satisfactory fit indices (see Table 4).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    In gender invariance testing, the three models had good fit (CFI and TLI 0.934-0.951, RMSEA 0.058-0.062, SRMR 0.038-0.042), and pairwise differences were ∆CFI<0.01, ∆TLI<0.01, and ∆RMSEA<0.015.

    “The CFI and TLI indices for the three models ranged from 0.934 to 0.951, the RMSEA indices ranged from 0.058 to 0.062, and the SRMR indices ranged from 0.038 to 0.042, all meeting the criteria for good model fit. Additionally, pairwise comparisons between the models showed that ∆CFI was less than 0.01, ∆TLI was less than 0.01, and ∆RMSEA was less than 0.015.”
    Quote in the paperSubstantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingown data

    In convergent validity analysis, all dimensions except Interpersonal Strain met the AVE >0.4 and CR >0.631 criteria; the Interpersonal Strain AVE was marginally below the threshold.

    “with the exception of the AVE value for the “Interpersonal Strain” dimension, which is marginally below the threshold, all other dimensions meet the established criteria. Moreover, the CR values for all dimensions exceed 0.6.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The following low-homogeneity items were removed: 1, 6, 7, 11, 14, 24, 27, 28, 34, and 35, resulting in the exclusion of 10 items.

    “Based on the data, the following low-homogeneity items were removed: 1, 6, 7, 11, 14, 24, 27, 28, 34, and 35, resulting in the exclusion of 10 items.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The SVAS-MSS test-retest reliabilities were 0.788 for the total scale, 0.643 for Academic Procrastination, 0.602 for Interpersonal Strain, 0.614 for Social Communication Difficulties, 0.622 for Attention Concentration Difficulties, and 0.654 for Impaired Control over Short Video Use.

    “The test-retest reliabilities were as follows: Total Scale: 0.788; Academic Procrastination: 0.643; Interpersonal Strain: 0.602; Social Communication Difficulties: 0.614; Attention Concentration Difficulties: 0.622; Impaired Control over Short Video Use: 0.654.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The SVAS-MSS subdimensions had Cronbach's alpha coefficients of 0.791 for Academic Procrastination, 0.625 for Interpersonal Strain, 0.751 for Social Communication Difficulties, 0.807 for Attention Concentration Difficulties, and 0.732 for Impaired Control over Short Video Use.

    “Academic Procrastination = 0.791, Interpersonal Strain = 0.625, Social Communication Difficulties = 0.751, Attention Concentration Difficulties = 0.807, and Impaired Control over Short Video Use = 0.732.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingreasoning

    Attempts to reduce or discontinue viewing frequently result in failure, leading to increased psychological strain and emotional fatigue.

    “Additionally, attempts to reduce or discontinue viewing frequently result in failure, leading to increased psychological strain and emotional fatigue.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingreasoning

    The continuous nature of compulsive viewing undermines academic performance and interpersonal relationships and exerts negative impacts on mental health.

    “The continuous nature of compulsive viewing not only undermines academic performance and interpersonal relationships but also exerts profound negative impacts on mental health, thereby impeding students’ ability to overcome short video addiction.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The final SVAS-MSS comprises 15 items divided into five factors.

    “Based on the analysis results, the final scale comprises 15 items divided into five factors”
    • Also stated in: § Psychometric properties of the SVAS-MSS · boosted
      “Results from both EFA and CFA demonstrated that the scale has a stable five-factor structure, encompassing procrastination behavior, strained social relationships, deteriorating social status, Attention Concentration Difficulties, and Impaired Control over Short Video Use, 15 items were retained.”
    • Also stated in: § Conclusion · plain
      “the scale identified five core dimensions: Academic Procrastination, Interpersonal Strain, Social Communication Difficulties, Attention Concentration Difficulties, and Impaired Control.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    In-depth interviews (Study 1) revealed that the primary reasons for using short videos included escaping academic pressures and engaging in social interactions, with increased usage on weekends.

    “The qualitative findings from in-depth interviews (Study 1) revealed key psychological motivations and behavioral patterns associated with short video use among middle school students. The primary reasons for using short videos included escaping academic pressures and engaging in social interactions, with increased usage on weekends.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The KMO value was 0.912, and Bartlett's test yielded a chi-square value of 3974.744 (df = 378, p < 0.001), indicating that the data were suitable for EFA.

    “The KMO value was 0.912, and Bartlett’s test yielded a chi-square value of 3974.744 (df = 378, p < 0.001), indicating that the data were suitable for EFA.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    EFA and CFA demonstrated that the SVAS-MSS has a stable five-factor structure encompassing procrastination behavior, strained social relationships, deteriorating social status, Attention Concentration Difficulties, and Impaired Control over Short Video Use, with 15 items retained.

    “Results from both EFA and CFA demonstrated that the scale has a stable five-factor structure, encompassing procrastination behavior, strained social relationships, deteriorating social status, Attention Concentration Difficulties, and Impaired Control over Short Video Use, 15 items were retained.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Ultimately, five factors were retained, explaining 68.964% of the total variance.

    “Ultimately, five factors were retained, explaining 68.964% of the total variance.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    The SVAS-MSS is reliable and valid for assessing short video addiction among middle school students.

    “It is reliable and valid for assessing short video addiction among middle school students”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    The SVAS-MSS demonstrates high reliability (Cronbach's α = 0.900) and robust validity.

    “Demonstrating high reliability (α = 0.900) and robust validity”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    The interview findings validate the definition of short video addiction and demonstrate its multifaceted impacts across five distinct domains.

    “In summary, the interview findings validate the definition of short video addiction and demonstrate its multifaceted impacts across five distinct domains.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationnone given

    Reliance on self-report data introduces potential biases, such as social desirability or recall inaccuracies.

    “the reliance on self-report data introduces potential biases, such as social desirability or recall inaccuracies.”
    Quote in the paperNot a substantial claim

  • May combine two claims. The quote only partly states this claim.

    Interpretationown data

    The identified dimensions of short video addiction are consistent across demographic categories, which enhances the generalizability of the findings.

    “This suggests that the identified dimensions of short video addiction are consistent across demographic categories, which enhances the generalizability of the findings.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationnone given

    The SVAS-MSS is distinct from existing general internet addiction measures in that it focuses on the unique behavioral and psychological aspects of short video consumption.

    “It is distinct from existing general internet addiction measures in that it focuses on the unique behavioral and psychological aspects of short video consumption.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Existing short video addiction scales have been adapted from other addiction behavior scales and exhibit notable limitations in reliability and validity, particularly when applied to the unique context of short video addiction.

    “In summary, while existing short video addiction scales have been adapted from other addiction behavior scales, they exhibit notable limitations in reliability and validity, particularly when applied to the unique context of short video addiction.”
    Quote in the paperSubstantial claim0 of 5 sources checked
    • cites [13] Wang, H. & Lei, L. The relationship between parental phubbing and short-form videos addiction among Chinese adolescents. J. Res. Adolesc. 32, 1580–1591 (2022). source

      Not checked in the free run.

    • cites [14] Xie, J. et al. The effect of short-form video addiction on undergraduates’ academic procrastination: A moderated mediation model. Front. Psychol. 14, 1298361 (2023). source

      Not checked in the free run.

    • cites [5] Chen, Y., Li, M., Guo, F. & Wang, X. The effect of short-form video addiction on users’ attention. Behav. Inform. Technol. 42, 2893–2910 (2022). source

      Not checked in the free run.

    • cites [10] Mu, H., Jiang, Q., Xu, J. & Chen, S. Drivers and consequences of short-form video (SFV) addiction amongst adolescents in China: Stress-coping theory perspective. Int. J. Environ. Res. Public Health 19, 14173 (2022). source

      Not checked in the free run.

    • cites [15] Lu, L., Liu, M., Ge, B., Bai, Z. & Liu, Z. Adolescent addiction to short video applications in the mobile internet era. Front. Psychol. 13, 893599 (2022). source

      Not checked in the free run.

  • May combine two claims.

    Study design and conductown data

    An expert panel reviewed the items, and based on their feedback, 15 items were removed due to redundancy and ambiguity, resulting in a final version of 39 items.

    “An expert panel, comprising one psychology professor, six psychology doctoral students, and four psychology master’s students, reviewed the items. Based on their feedback, 15 items were removed due to redundancy and ambiguity, and others were revised for clarity, resulting in a final version of 39 items”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    The five-factor model of the SVAS-MSS fits well, and the scale has relatively strong structural validity.

    “These indicators show that the five-factor model fits well, demonstrating that the scale has a relatively strong structural validity.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationnone given

    The SVAS-MSS fills a critical gap by providing the first age-specific tool to assess short video addiction.

    “the SVAS-MSS fills a critical gap by providing the first age-specific tool to assess short video addiction.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Bai and Luo's study only assessed internal consistency reliability, lacking test-retest reliability and construct validity.

    “However, Bai and Luo’s study only assessed internal consistency reliability, lacking test-retest reliability and construct validity.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [24] Bai, Z., Zhao, Y. & Su, G. Compilation and validity test of short video addiction scale for college students. J. Hebei Normal Univ. Natl. 44, 116–122 (2024).

      Not checked in the free run.

    • cites [25] Luo G. Development and Application of Short Video Addiction Scale for College (Yangtze University, 2023). https://www.cqvip.com/doc/degree/2432642361.

      Not checked in the free run.

  • May combine two claims.

    Interpretationown data

    As short video consumption increases, it seems to exacerbate academic stress and contribute to feelings of burnout.

    “As short video consumption increases, it seems to exacerbate academic stress and contribute to feelings of burnout”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationreasoning

    The SVAS-MSS's structured framework enables educators and clinicians to identify at-risk students early, guiding targeted interventions to mitigate adverse academic, social, and psychological impacts.

    “Its structured framework enables educators and clinicians to identify at-risk students early, guiding targeted interventions to mitigate adverse academic, social, and psychological impacts.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Bai and Luo's research targeted college students, which limits its applicability for measuring short video addiction among middle school students.

    “Furthermore, their research targeted college students, which limits its applicability for measuring short video addiction among middle school students.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationcitation

    Excessive engagement with short videos can disrupt time management and reduce students' ability to focus on school-related tasks, resulting in increased academic pressure and frustration, leading to burnout.

    “Excessive engagement with short videos, like other forms of digital addiction, can disrupt time management and reduce students’ ability to focus on school-related tasks. This results in increased academic pressure and frustration, leading to burnout39,40.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [39] Yang, H., Wang, Z. & Elhai, J. D. The relationship between adolescent stress and problematic smartphone use: The serial mediating effects of anxiety and frequency of smartphone use. Curr. Psychol. 42, 7867–7874 (2023). source

      Not checked in the free run.

    • cites [40] Peterka-Bonetta, J., Sindermann, C., Sha, P., Zhou, M. & Montag, C. The relationship between internet use disorder, depression and burnout among Chinese and German college students. Addict. Behav. 89, 188–199 (2019). source

      Not checked in the free run.

  • May combine two claims.

    Interpretationown data

    Significant positive correlations between the SVAS-MSS and both the Academic Stress Scale and Academic Burnout Scale highlight a concerning relationship between short video addiction and academic challenges.

    “The significant positive correlations between the SVAS-MSS and both the Academic Stress Scale and Academic Burnout Scale highlight a concerning relationship between short video addiction and academic challenges.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    The SVAS-MSS demonstrates gender invariance, making it suitable for cross-group comparisons between male and female students.

    “These findings indicate that the SVAS-MSS for Junior High School Students demonstrates gender invariance, making it suitable for cross-group comparisons between male and female students.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisenone given

    Academia has yet to establish universally recognized standards for measuring short video addiction.

    “However, despite the rapid rise and development of short video platforms, academia has yet to establish universally recognized standards for measuring short video addiction.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Three middle school students reviewed the items to ensure clarity and reduce potential misunderstandings.

    “To ensure clarity and reduce potential misunderstandings, three middle school students reviewed the items.”
    Quote in the paperNot a substantial claim
48 of 48

  • The authors state this as an assumption.

    Middle school students' lives predominantly revolve around school.

    “Given that middle school students’ lives predominantly revolve around school, the interview topics are largely school-centered.”

  • The paper relies on this without support.

    The Social Networking Site Addiction Scale, Smartphone Addiction Scale, Academic Stress Scale, and Academic Burnout Scale are valid benchmark instruments for short video addiction.

    “the Social Networking Site Addiction Scale, Smartphone Addiction Scale, Academic Stress Scale, and Academic Burnout Scale were selected as benchmark instruments.”

  • The paper relies on this without support.

    Problematic short video use among adolescents is a rising public health concern.

    “the rising public health concern of problematic short video use among adolescents”
3 of 3

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Existing scales related to problematic short video use primarily measure symptoms and criteria of addiction, such as withdrawal, tolerance, and loss of control.

    “Although scales addressing short video addiction16, problematic short-video use18, and short video dependence32 are prevalent in the literature, these instruments primarily measure the symptoms and criteria of addiction as applied to short video overuse, such as withdrawal, tolerance, and loss of control.”

    From The binge scrolling scale measures excessive scrolling through a validated three-factor structure (2025) · cites this paper as [16]

    The Introduction (page unavailable) says existing short-video addiction scales were adapted from other addiction scales and describes one that measures lack of control. It does not establish that these instruments primarily measure addiction symptoms or criteria, or identify withdrawal and tolerance as dimensions they measure. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Regional valid responses exceed the reported Sample 4 total

    Major

    The eastern, central, and western regional counts sum to 1,029 valid responses, not the reported 1,009. This leaves the size of the confirmatory-analysis sample unclear.

    Reported 1009 · recomputed 1029

  • Initial dimension item counts sum to 55, not 54

    Minor

    The five preliminary dimension counts are 13, 17, 11, 10, and 4 items, which sum to 55 rather than the stated initial total of 54.

    Reported 54 · recomputed 55

  • Stated cross-loading rule does not apply to a deleted item

    Minor

    The rule requires loadings greater than 0.4 on multiple factors, yet listed deletion item 5 has only one loading above 0.4. Its other displayed loading is 0.346.

  • Discussion calls positive correlations negative

    Minor

    The discussion describes negative correlations with social networking site addiction and smartphone addiction. Table 7 reports positive correlations of 0.532 and 0.690, respectively, with the SVAS-MSS.

  • Criterion-correlation range uses a correlation between other scales

    Minor

    The stated lower bound of 0.356 is the correlation between Social Networking Site Addiction and Academic Burnout, not between SVAS-MSS and a benchmark scale. The latter correlation for Academic Burnout is 0.364; the other SVAS-MSS benchmark correlations are higher.

  • Discussion gives a different total-scale alpha

    Minor

    The discussion reports Cronbach's α as 0.905, whereas the reliability results report 0.900 for the total scale.

6 of 6

Cites

Flagged first, then by citations

Research works printed but not linked: 5

  1. Fang, Y. et al. Annual Report on the Internet Use of Chinese Minors (2022) (Social Sciences Academic Press, 2022).
  2. Fang, Y. et al. Annual Report on the Internet Use of Chinese Minors (2023) (Social Sciences Academic Press, 2023).
  3. Bai, Z., Zhao, Y. & Su, G. Compilation and validity test of short video addiction scale for college students. J. Hebei Normal Univ. Natl. 44, 116–122 (2024).
  4. Xu, J., Cao, J., Cui, L. & Zhu, P. Preliminary compilation of study stress questionnaire for middle school students. Chin. J. School Health. 31, 68–69 (2010).
  5. Luo, Y., Zhao, M. & Wang, Z. Effect of perceived Teacher’s autonomy support on junior middle school students’ academic burnout: The mediating role of basic psychological needs and autonomous motivation. Psychol. Dev. Educ. 30, 312–321 (2014).

Cited by

Sorted by citations

Related

Authors
Ye, J., Wang, W., Huang, D., Ma, S., Chen, S., Dong, W., & Zhao, X.
Affiliations
  • Central China Normal University (CN)
  • University of Manchester (GB)
Corresponding author
  • Ma, Shihao
  • Zhao, Xin
ORCID
Venue
Scientific Reports
Publisher
Springer Science and Business Media LLC
Published
2025-03-22
Volume
15
Issue
1
Pages
9903-9903
ISSN
2045-2322 (ISSN-L)
DOI
10.1038/s41598-025-92138-x
PMC
PMC11929814
OpenAlex
W4408723443
Semantic Scholar
c49578bbe4f06b86eeb3d177ca6e29312c64f618
Cited by
20
References
34
Citations by year
2026: 15 · 2025: 5
FWCI
34.28
Type
journal article
Language
en
Open access
Licence
Locations
  • Scientific Reports (publishedVersion, cc-by)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Research Explorer (The University of Manchester) (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • the Collaborative Innovation Center for Quality Monitoring of Basic Education at Beijing Normal University (BJZK-2023A3-20017)
  • the Fundamental Research Funds for the Central Universities (CCNU24ZZ042)
Topics
  • Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
  • Social Sciences › Psychology › Clinical Psychology › Sexuality, Behavior, and Technology
  • Social Sciences › Education › Child Development and Digital Technology
Keywords
short video addiction, junior high school students, adolescents, scale development, psychometric validation, academic procrastination, interpersonal strain, social communication deficits, short video platforms
MeSH terms
Internet Addiction Disorder, Adolescent, Child, Female, Humans, Male, Psychometrics, Surveys and Questionnaires, Schools, Students, Reproducibility of Results, Behavior, Addictive

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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