Teacher-student relationships and mental disorders of undergraduate and graduate students in online education: A moderated mediation model of mobile phone addiction and hometown setting

To solve the problem of distance education and cope with emergencies, online education has become one of the common educational methods in recent years. Objects: This study aimed to explore the relationship between the teacher-student relationship (TSR) and mental disorders of university students in online education. Measures: 2032 full-time undergraduate and graduate students from a comprehensive university in China participated in the online survey. The Chinese version of the Depression, Anxiety, Stress Scale-21 Items, the Chinese version of the Mobile Phone Addiction Index (MPAI), and the 7-item Teacher-Student Relationship Perception Questionnaire were administered to the students. Results: We found that higher quality of perceived TSR and a lower level of mobile phone addiction were associated with better mental health among undergraduate and graduate students during online education. Mobile phone addiction mediated the relationship between TSR and mental disorders, and hometown setting moderated the relationship between TSR and mobile phone addiction. Specifically, a higher quality of perceived TSR was associated with a lower level of mobile phone addiction. In addition, for students with low-quality perceived TSR, those who came from rural areas had a higher level of mobile phone addiction than those who came from urban areas. In contrast, when students had high-quality perceived TSR, the differences between students from urban and rural areas in mobile phone addiction were insignificant. Conclusion: The results of this study are of great significance in improving the mental health and mobile phone addiction of undergraduate and graduate students during online education and reveal the urban-rural differences in the impact of TSRs during online education.