Adolescent pathological internet use reduce academic self-efficacy in China: The mediating role of meaning in life and the moderating role of coping style

• Meaning in life partially mediates the link between pathological Internet use (PIU) and academic self-efficacy. • Negative coping strengthens, while positive coping weakens, PIU’s impact on meaning in life and academic self-efficacy. • Enhancing meaning in life and adaptive coping may improve academic self-efficacy in adolescents with high Internet use. Adolescents, particularly vulnerable to pathological Internet use (PIU), may experience reduced academic self-efficacy as their ability to manage academic challenges and derive meaning in life is compromised. This study investigates how PIU (excessive and compulsive online behavior impairing functioning) affects academic self-efficacy in adolescents, exploring the mediating role of meaning in life (a sense of purpose and coherence) and the moderating influence of coping styles. A total of 6,445 Chinese senior high school students (M age = 15.24, SD = 1.44) participated, a population experiencing unique academic and digital pressures that may amplify the effects of PIU. Structural equation modeling was employed to assess these mechanisms. PIU negatively predicted academic self-efficacy (r = –0.32, p < 0.01) and meaning in life (r = –0.20, p < 0.01), while meaning in life positively predicted academic self-efficacy (r = 0.50, p < 0.01). Meaning in life partially mediated the PIU–self-efficacy link, with a stronger effect under negative coping model (β = –0.093, 32% of total effect) than under positive coping model (β = –0.033, 14%). Moderation analyses showed opposing effects of coping styles: positive coping attenuated the PIU–self-efficacy association (β = –0.241 vs. –0.163), whereas negative coping amplified PIU’s impact on meaning in life (β = –0.190 vs. –0.227) and self-efficacy (β = –0.090 vs. –0.167). These findings highlight meaning in life as a protective mediator and coping styles as critical moderators, suggesting interventions enhancing meaning and adaptive coping could improve academic self-efficacy among adolescents with high Internet use.