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The Impact of Smartphone Overdependence on the Developmental Trajectories of Verbal Aggression in Early Adolescents: The Moderating Role of Latent Profiles in Emotion Regulation Capacity

  • Journal of Studies on Schools and Teaching
  • Abbr : JSST
  • 2026, 11(2), pp.181~206
  • DOI : 10.23041/jsst.2026.11.2.007
  • Publisher : Education Research Institute at CNUE
  • Research Area : Social Science > Education
  • Received : May 31, 2026
  • Accepted : July 30, 2026
  • Published : July 30, 2026

Jeong, Dahye 1

1서정대학교

Accredited

ABSTRACT

This study examined the longitudinal trajectories of early adolescents’ (grades 7–9) verbal aggression as influenced by smartphone overdependence, and verified the structural moderating effects of latent profiles in emotion regulation capacity. Three-wave longitudinal data from middle school students were analyzed using latent profile analysis (LPA) and multi-group latent growth modeling (LGM). First, verbal aggression tendencies decreased over time, yet significant individual differences emerged in both initial status and rate of change. Second, LPA identified three distinct latent profiles: 'Adaptive Emotion Regulation' (52.4%), 'Emotion Suppression' (32.1%), and 'Unregulated Emotion' (15.5%). Third, the positive effect of initial smartphone overdependence on baseline verbal aggression was significant across all groups; however, the impact was most pronounced in the 'Unregulated Emotion' group and progressively decreased toward the 'Adaptive Emotion Regulation' group. Fourth, initial smartphone overdependence was significantly associated with the rate of change in verbal aggression exclusively within the 'Unregulated Emotion' group, acting to weaken the natural developmental decrease of verbal aggression tendencies. These findings demonstrate that emotion regulation serves as a critical protective mechanism that mitigates the dysfunctional ripple effects of smartphone overdependence, thereby providing empirical evidence for establishing profile-tailored counseling interventions and screening-centered educational policies over uniform regulatory measures.

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