Parenting Journal · Volume 2 · Issue 3 · Licensed source edition
The Mediating Role of Family Communication in the Relationship Between Academic Achievement Pressure and Problematic Smartphone Use Among Korean Early Adolescents
Originally published 2025-08-28 · Children
Multidisciplinary Digital Publishing Institute (MDPI) · DOI 10.3390/children12091141 ↗
Editorial reading guide · Collaboration
When school expectations feel demanding, how does a teenager experience conversations at home?
Researchers examine academic pressure and family communication alongside smartphone use. They distinguish the quality of conversation from the expectation of high achievement.
Who was studied?
1,249 Korean adolescents born in 2008 in one wave of a national children's panel.
Age / stage: Early adolescence
Read with three questions
- Can a single panel wave establish which experience came first?
- Which measures came from the same participant, and which had an independent source?
- How does the study distinguish one family member’s report from a shared account?
Keep the limits in view
A cross-sectional account measures variables in the same period. It cannot establish which came first; participants reporting more than one measure may also introduce shared reporting bias.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Hwa-Mi Yang (2025). The Mediating Role of Family Communication in the Relationship Between Academic Achievement Pressure and Problematic Smartphone Use Among Korean Early Adolescents Children. https://doi.org/10.3390/children12091141
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.