Smartphone Addiction on Self-Esteem Among PE Students

This study aimed to examine the effect of smartphone addiction on self-esteem among Physical Education undergraduate students and to explore the mediating roles and underlying mechanisms of professional identity and meaning in life in this relationship. A total of 695 participants completed self-report questionnaires, including the Smartphone Addiction Scale, Professional Identity Scale for Preservice Teachers, Meaning in Life Questionnaire, and Rosenberg Self-Esteem Scale. Structural equation modeling (SEM) was used to assess the direct and indirect effects among variables, focusing on both multiple and chain mediation pathways. The results indicated that smartphone addiction was significantly negatively associated with professional identity and meaning in life, both of which were positively associated with self-esteem. Furthermore, smartphone addiction significantly negatively predicted self-esteem. Mediation analysis revealed that professional identity and meaning in life independently mediated the relationship between smartphone addiction and self-esteem, and also jointly formed a significant chain-mediating pathway. These findings offer new insights into the psychological mechanisms underlying self-esteem development in this population and provide practical implications for mental health interventions targeting smartphone overuse in Physical Education students.