Physical Activity and Short Video Addiction Among College Students: The Serial Mediating Roles of Self-Efficacy and Loneliness

The pervasive influence of short video platforms has become a defining characteristic of contemporary digital culture, particularly among college students. A recent comprehensive study has illuminated the intricate relationship between physical activity and short video addiction (SVA) in this demographic, revealing that engaging in regular exercise not only directly combats excessive screen time but also indirectly mitigates its harmful effects by bolstering self-efficacy and reducing feelings of loneliness. This research offers crucial insights into the psychological mechanisms underpinning SVA and provides a robust foundation for developing effective intervention strategies.

The study, conducted by researchers at Xi’an Polytechnic University, surveyed 581 undergraduate and graduate students from three universities in western China during the winter break of 2026. Utilizing validated scales to assess physical activity levels, self-efficacy, loneliness, and problematic short video use, the findings paint a clear picture: students who are more physically active tend to exhibit lower levels of SVA. This direct correlation is significant, but the study delves deeper, exploring the underlying psychological pathways that connect these two seemingly disparate aspects of student life.

The Growing Challenge of Short Video Addiction

The rise of short video platforms, characterized by their algorithmically curated, bite-sized content, has tapped into a powerful reward system in the human brain. Features like immediate feedback, endless scrolling, and personalized recommendations create an immersive and often addictive experience. By June 2025, China alone boasted approximately 1.068 billion short-video users, with college students and adolescents forming the most active demographic segments. This widespread engagement, while offering entertainment and information, has also been linked to a cascade of negative outcomes, including sleep disturbances, impaired academic performance, attention deficits, and increased rates of depression and anxiety.

Existing research has largely focused on individual predispositions, such as personality traits and emotional distress, as drivers of SVA. However, this new study shifts the focus to lifestyle behaviors, specifically physical activity, as a potential protective factor. "While we’ve understood the risks associated with excessive screen time, identifying proactive, lifestyle-based solutions is paramount," stated Dr. Enzheng Deng, the lead author of the study. "Our findings strongly suggest that physical activity is not just a healthy habit but a crucial buffer against the allure of short video addiction."

Physical Activity: A Multifaceted Protective Factor

The study’s findings confirm a direct negative association between physical activity and SVA, aligning with Hypothesis 1. Students reporting higher levels of physical activity demonstrated lower tendencies towards problematic short video consumption. This aligns with existing research that highlights the role of exercise in promoting overall well-being, enhancing cognitive functions, and strengthening self-regulatory capacities.

From a physiological standpoint, regular exercise influences brain chemistry by increasing levels of brain-derived neurotrophic factor (BDNF) and endorphins, which contribute to improved mood and reduced reliance on immediate gratification. Behaviorally, physical activity offers a constructive alternative to passive screen time, occupying time that might otherwise be spent scrolling through short videos. This "time displacement" effect, where engagement in one activity directly reduces time available for another, is a significant factor. However, the study emphasizes that the benefits extend beyond mere time allocation.

The Mediating Power of Self-Efficacy

A key contribution of this research is its exploration of mediating psychological mechanisms. The study found that self-efficacy – an individual’s belief in their ability to succeed in specific situations or accomplish a task – plays a significant role. Hypothesis 2, which posited that self-efficacy mediates the relationship between physical activity and SVA, was strongly supported.

"When students engage in physical activity, they often experience a sense of mastery and accomplishment," explained Dr. Deng. "This translates into a stronger belief in their capabilities, not just physically, but across various aspects of their lives, including their ability to control their digital habits." This enhanced self-efficacy empowers individuals to resist impulsive behaviors and make more deliberate choices, thereby reducing their susceptibility to the addictive nature of short videos. The study revealed that physical activity positively predicts self-efficacy, which in turn negatively predicts SVA.

Loneliness: A Significant Pathway to Addiction

Equally critical to the study’s findings is the mediating role of loneliness, supporting Hypothesis 3. College life, often characterized by significant social transitions and the formation of new peer groups, can be a breeding ground for feelings of isolation. The research indicates that physical activity is negatively associated with loneliness. Students who are more physically active tend to report lower levels of social isolation.

Compensatory internet use theory suggests that individuals with unmet social needs may turn to online platforms to fill the void. In this context, loneliness can drive excessive short video consumption as a means of seeking connection or distraction. The study found a strong positive correlation between loneliness and SVA, highlighting it as a significant risk factor. "Loneliness can create a powerful urge to seek solace or connection online," Dr. Deng noted. "Physical activity provides a real-world avenue for social interaction and belonging, effectively reducing the need for digital compensation." The study’s data showed that physical activity reduces loneliness, which in turn reduces SVA.

The Serial Mediation: A Cascading Effect

Perhaps the most compelling aspect of the research is its discovery of a serial mediation pathway, confirming Hypothesis 4. This means that physical activity influences SVA not just through individual mediators but in a sequential manner. The study found that physical activity enhances self-efficacy, which then leads to a reduction in loneliness, ultimately decreasing the likelihood of SVA.

This sequential pathway suggests a cascading effect: Increased engagement in physical activity builds confidence (self-efficacy). This heightened self-belief, in turn, may equip students with better social skills and a greater willingness to engage in real-world interactions, thereby reducing feelings of loneliness. With reduced loneliness, the motivation to seek compensatory social connection or distraction through short videos diminishes, leading to lower SVA.

The statistical analysis revealed that the pathway through loneliness was particularly potent. The serial mediation effect, represented by the path: Physical Activity → Self-Efficacy → Loneliness → Short Video Addiction, accounted for a significant portion of the total indirect effect, highlighting the interconnectedness of these psychological factors.

Implications for Intervention and Prevention

The study’s findings carry significant implications for universities and public health initiatives aimed at curbing SVA among students. The direct and indirect protective effects of physical activity underscore its potential as a primary prevention strategy.

"Universities have a unique opportunity to foster environments that promote both physical health and mental well-being," Dr. Deng emphasized. "Integrating physical activity programs – whether team sports, group fitness classes, or campus-wide walking initiatives – can serve a dual purpose: improving students’ physical health and acting as a bulwark against problematic digital behaviors."

Furthermore, the research highlights the need for interventions that address both self-efficacy and loneliness. Counseling services can play a vital role in helping students develop stronger self-belief and coping mechanisms. Promoting social support networks, facilitating group activities, and encouraging real-world social interactions can effectively combat feelings of isolation.

Methodology and Findings

The cross-sectional survey involved 581 students, with a final valid sample of 94.2% after excluding incomplete or invalid responses. The sample was diverse in terms of academic year, major (STEM vs. non-STEM), and urban-rural background. Data were analyzed using SPSS 27.0 and Hayes’ PROCESS macro (Model 6), with a bootstrap analysis of 5,000 resamples to validate mediation effects.

Key findings from the correlation analysis indicated:

• Physical activity was positively associated with self-efficacy (r = 0.145, p < 0.01).
• Physical activity was negatively associated with loneliness (r = -0.157, p < 0.01) and SVA (r = -0.239, p < 0.01).
• Self-efficacy was negatively associated with loneliness (r = -0.319, p < 0.01) and SVA (r = -0.276, p < 0.01).
• Loneliness showed a strong positive association with SVA (r = 0.404, p < 0.01).

The mediation analyses confirmed that physical activity reduced SVA directly (β = -0.074, p < 0.001) and indirectly through self-efficacy and loneliness. The total indirect effect was -0.0330 (95% CI [-0.0502, -0.0179]), accounting for 30.8% of the total effect. The study identified individual mediation pathways via self-efficacy and loneliness, as well as a significant serial mediation pathway.

Future Directions and Limitations

While this study provides compelling evidence, the researchers acknowledge its limitations. The cross-sectional design prevents definitive causal claims, and data collected during winter break may not fully represent students’ routines during the academic term. Self-report measures could be subject to biases. Future research should adopt longitudinal designs, incorporate objective measures of physical activity and screen time (e.g., using wearable devices), and explore a broader range of moderating and mediating factors, such as personality traits and specific motivations for short video use. The study also did not differentiate types or intensities of physical activity, which could offer more nuanced insights.

Despite these limitations, the study’s contribution to understanding the complex interplay between lifestyle, psychological well-being, and digital addiction is substantial. It provides a robust theoretical framework and practical guidance for developing evidence-based interventions to address the growing challenge of short video addiction among college students. By promoting physical activity and fostering environments that enhance self-efficacy and social connectedness, educational institutions can empower students to navigate the digital landscape more healthily and resiliently.