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Objective: Problematic internet use (PIU) has become a significant concern among adolescents. Considering the classroom as a key social environment during adolescence, the way students perceive their teachers’ emotionally intelligent behaviors may be particularly relevant for their academic and personal adjustment. While previous studies had examined individual predictors of PIU, the role of teachers' emotionally intelligent behaviors (TEIB) in mitigating PIU remained unexplored. This research aimed to examine the underlying mechanisms in the link between TEIB and PIU through a serial mediation model involving teacher-student relationships (TSR) and stress in two independent studies. Method: Two studies with Spanish adolescents were conducted: a cross-sectional study (N = 1,966) and a 9-month prospective study (N = 517). TEIB, TSR, stress symptoms (Study 1), perceived stress (Study 2), and PIU were assessed. Results: In both studies, TEIB were positively associated with TSR and negatively associated with stress and PIU. The serial mediation path was significant: TEIB predicted higher TSR scores, which in turn was linked to lower stress levels, thereby reducing PIU. In Study 1 both simple and serial mediation effects were significant, whereas in Study 2 only the serial mediation effect was supported. Conclusions: These findings highlight the importance of TEIB in reducing students’ PIU. Schools should consider implementing emotional skills training programs for teachers to foster supportive TSR and promote healthier online behaviors among adolescents. Finally, school-based recommendations for teachers to prevent adolescents from PIU are suggested in the light of our findings.
