Academic burnout and internet gaming disorder in Chinese adolescents: The chain mediating roles of depressive symptoms and negative attentional bias

ABSTRACT Importance Academic burnout is prevalent among Chinese adolescents and could increase their susceptibility to internet gaming disorder (IGD) by influencing both affective and cognitive factors. However, the underlying mechanisms, particularly the roles of depressive symptoms and attentional bias, remain unclear. Objective The present research investigated how academic burnout influences IGD among adolescents and examined whether depressive symptoms and attentional bias mediate this association. Methods A cross‐sectional survey was conducted using cluster sampling, recruiting 2042 adolescents aged 11–17 years old. Scales were used to assess academic burnout, IGD, depressive symptoms, and attentional bias. Descriptive statistics and correlation analyses were performed using SPSS 29.0, and the chain mediation model was tested using the PROCESS 4.1 model 6. Results Academic burnout positively predicted IGD among the adolescents (β = 0.218, P < 0.001). Depressive symptoms and negative attentional bias independently mediated this association, and significant chain mediation via depressive symptoms, followed by negative attentional bias, was observed. Positive attentional bias showed no significant mediating effect. Interpretation These findings highlight the affective and cognitive pathways associated with academic burnout and IGD, underscoring the interplay between depressive symptoms and attentional bias. By integrating these mechanisms, this study advanced the interaction of person–affect–cognition–execution model and provided potential targets for prevention and intervention in adolescent IGD.