ADHD and gaming addiction in adolescents: psychosocial mediators in the adolescent brain cognitive development study

TL;DR

Children with ADHD are more likely to develop gaming addiction, and this study identifies psychosocial factors like peer and school involvement that help explain this link.

Contribution

The study identifies specific psychosocial mediators linking ADHD to gaming addiction in adolescents using a large longitudinal dataset.

Findings

Children with ADHD had significantly higher gaming addiction scores over time.

Prosocial peer involvement, school involvement, and family conflict were significant mediators in the ADHD-gaming addiction relationship.

Strengthening peer and family environments may help reduce gaming addiction risk in children with ADHD.

Abstract

Children with ADHD are at increased risk for developing gaming addiction, but the psychosocial mechanisms underlying this relationship remain poorly understood. This study aimed to identify factors that mediate this risk.

We analyzed data from three consecutive waves (Years 2–4) of the Adolescent Brain Cognitive DevelopmentSM (ABCD®) Study, including approximately 7,260 participants. Linear mixed-effects models were used to assess the longitudinal association between ADHD diagnosis (measured via the Kiddie Schedule for Affective Disorders and Schizophrenia [KSADS]) and scores on the Video Game Addiction Questionnaire (VGAQ). A parallel mediation model was then employed to evaluate the role of nine psychosocial factors in mediating this relationship.

Children with ADHD had significantly higher VGAQ scores over time, with an average increase of 1.3 points (p < 0.001) compared to those without ADHD. The mediation model identified three significant psychosocial mediators: prosocial peer involvement (7.4% of the total effect), school involvement (5.8%), and family conflict (5.1%).

Prosocial peer involvement, school engagement, and family conflict emerged as key psychosocial pathways linking ADHD to gaming addiction. These findings have important public health implications and suggest that strengthening peer networks and family environments may be effective targets for intervention in children with ADHD.

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