Increased problematic smartphone use among children with attention-deficit/hyperactivity disorder in the community: The utility of Chinese version of Smartphone Addiction Proneness Scale

The mediating role of ICT learning confidence and technostress between executive functions and digital skills

Having good digital skills is essential today, yet little is known about the cognitive factors that influence the development of these skills. Given the importance of executive functions (EFs) in adapting to environmental changes and acquiring skills, EFs might contribute to acquiring digital skills too. EFs might also influence people's approach toward ICTs and affect digital skills through emotional variables. Therefore, here, we tested whether cognitive control and flexibility are connected to computer and smartphone skills through emotional factors (learning confidence, stress, and attitude). A total of 269 participants (56 males, M = 30 years) filled out our survey which included questionnaires on demographic variables (age, education, and socioeconomic status), ICT motivation, digital skills, EFs, and technology-related emotional factors. EFs were also investigated through two performance-based measures. We used generalized linear models and structural equation modeling to test the associations between these variables. The results showed that smartphone skills were positively associated with self-reported cognitive flexibility through ICT learning confidence and technology-induced stress. Self-reported cognitive control and age were connected to smartphone skills directly. Self-reported cognitive flexibility was also associated with computer skills through ICT learning confidence. In addition, performance-based cognitive control and the level of education were directly linked to computer skills. These results may provide guidance to support digital skills and create digital skill training.

Problematic use of digital media in children and adolescents with a diagnosis of attention-deficit/hyperactivity disorder compared to controls. A meta-analysis

Objective

Problematic use of digital media and problematic use of the internet (PUI) in particular are growing problems in the general population. Moreover, studies have shown links between PUI and symptoms of attention-deficit/hyperactivity disorder (ADHD). This meta-analysis investigated whether children and adolescents with ADHD are more often affected by PUI compared to control groups.

Method

Multiple databases (EBSCOhost, Pubmed) were reviewed. Studies were eligible if individuals (aged 6-18 years) were diagnosed with ADHD, assessed on PUI-related measures, and compared to non-clinical or/and clinical controls without a diagnosis of ADHD. Out of 3,859 identified studies, 14 studies assessing 2,488 participants met all inclusion criteria. Four meta-analyses examining time-based and scale-based measures, different informants and non-clinical vs. clinical controls using random-effects models were performed. Funnel plots were used to investigate publication bias.

Results

The analyses revealed significantly more severe PUI in individuals with ADHD compared to controls, both when PUI was assessed via rating scale (scaled-based) and via units for time (time-based measures). Different informants (self- vs. parent-rating) had no impact on results. Differences in PUI between groups with ADHD and non-clinical controls were significant, whereas differences between ADHD and clinical controls were not. Due to the high heterogeneity observed and the small sample sizes, these latter findings should be interpreted cautiously.

Conclusion

Children and adolescents with ADHD show more severe PUI compared to non-clinical controls without ADHD. However, the small number of studies does not allow for a systematic comparison between ADHD and groups with other psychopathologies.

Higher Tablet Use Is Associated With Better Sustained Attention Performance but Poorer Sleep Quality in School-Aged Children

There are growing concerns that increased screen device usage may have a detrimental impact on classroom behaviour and attentional focus. The consequences of screen use on child cognitive functioning have been relatively under-studied, and results remain largely inconsistent. Screen usage may displace the time usually spent asleep. The aim of this study was to examine associations between screen use, behavioural inattention and sustained attention control, and the potential modifying role of sleep. The relations between screen use, behavioural inattention, sustained attention and sleep were investigated in 162 6- to 8-year-old children, using parent-reported daily screen use, the SWAN ADHD behaviour rating scale, The sustained attention to response task and the children’s sleep habits questionnaire. Tablet use was associated with better sustained attention performance but was not associated with classroom behavioural inattention. Shorter sleep duration was associated with poorer behavioural inattention and sustained attention. Sleep quality and duration did not act as mediators between screen usage and behavioural inattention nor sustained attention control. These findings suggest that careful management of the amount of time spent on electronic screen devices could have a beneficial cognitive impact on young children. The results also highlight the critical role of sleep in enhancing both behavioural attention and sustained attention, which are essential for supporting cognitive development and learning.

Applying network analysis to understand the relationships between impulsivity and social media addiction and between impulsivity and problematic smartphone use

BACKGROUND

Prior studies have revealed the relationships between impulsivity and social media addiction (SMA) and between impulsivity and problematic smartphone use (PSU) based on total scores on standardized self-report scales. However, there has been a lack of studies exploring how the dimensions of impulsivity and components of SMA or PSU are interrelated. The present study aimed to investigate the structural relationships between the dimensions of impulsivity and components of SMA and PSU and determine the critical bridge node using network analysis.

METHODS

A total of 325 healthy adults aged 18-36 years participated in the study. SMA and PSU were assessed using the Bergen Social Media Addiction Scale (BSMAS) and Smartphone Application-Based Addiction Scale (SABAS), respectively. Impulsivity was measured by the Barratt Impulsiveness Scale Version 11 (BIS-11). Network analysis was used to construct an SMA-Impulsivity network and a PSU-Impulsivity network. Bridge centrality (bridge expected influence, BEI) was estimated to identify influential bridge nodes.

RESULTS

In addition to relationships within each community, network analysis revealed that the dimensions of impulsivity were closely associated with the components of SMA and PSU. Particularly, I2 "motor impulsivity" had a relatively strong connection with SMA3 "mood modification" and SMA4 "relapse" in the SMA-Impulsivity network, and with PSU2 "conflict" and PSU5 "withdrawal" in the PSU-Impulsivity network. Moreover, I2 "motor impulsivity" was identified as the most critical bridge node in both networks.

CONCLUSION

These findings demonstrate potential pathways between different dimensions of impulsivity and the components of SMA and PSU, providing new evidence relevant to understanding the underlying mechanisms that account for how highly impulsive individuals develop SMA and PSU, and highlight the critical bridge node-motor impulsivity-that may be a promising and effective target for the prevention and treatment of SMA and PSU.

Community Intervention System: COVID-19 Control in Inner Mongolia Autonomous Region, China

The COVID-19 epidemic has caused giant influences on people’s life, and China’s communities play an important role in dealing with these major public health events (MPHEs). Community as the grassroots autonomous organization has various significant functions in intervening in MPHEs. The community intervention follows a system which directly influences the anti-epidemic effectiveness. To explore the mechanism, we devise a theoretical system for community intervention, mainly consisting of “organizational structure”, “functional performance” and “internal and external connections”. Questionnaire surveys, the chi-square test, the independent sample T-test, and principal component analysis are used to identify the characteristics of Inner Mongolia Autonomous Region’s (Inner Mongolia) community intervention. Through the empirical research, it is verified that the community intervention in MPHEs is the combination of “the structural response of the organization”, “the performance of the community’s own function”, and “the establishment of internal and external connections”. The central Inner Mongolia delivers the best performance in community intervention compared to eastern Inner Mongolia and western Inner Mongolia. The urban communities commonly perform better than that in the agricultural and pastoral areas. The built system and findings could provide a guidance for future community to improve its intervention capability.

Effects of a simulation-based blended training model on nurses’ treatment decision-related knowledge about oral cancer in Taiwan: a pilot survey

The present study aimed to evaluate the effects of virtual reality (VR) simulations combined with bedside assignments on nurses’ self-efficacy in providing pre-treatment educational services. Between March 2019 and November 2020, we conducted a study of VR educational materials that were developed to cover information about the treatment of oral cancers. The effects of the VR simulation, the thinking-path tracking map method, and bedside assignments on the nurses’ treatment decision-related knowledge were evaluated in a ward for oral cancer patients at Taipei Veterans General Hospital, Taipei, Taiwan. The blended training model significantly increased nurses’ familiarity (P<0.01) and confidence (P<0.03) regarding their knowledge of treatments and treatment decision-related knowledge. This model also significantly increased their confidence in their skills in bedside pre-treatment education for admitted oral cancer patients (P<0.002). Oral cancer-specific VR materials enhanced the effectiveness of skills training among nurses in the oral cancer ward.