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Swider-Cios E, Vermeij A, Sitskoorn MM. Young children and screen-based media: The impact on cognitive and socioemotional development and the importance of parental mediation. COGNITIVE DEVELOPMENT 2023. [DOI: 10.1016/j.cogdev.2023.101319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2023]
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Rai J, Predy M, Wiebe SA, Rinaldi C, Zheng Y, Carson V. Patterns of preschool children's screen time, parent-child interactions, and cognitive development in early childhood: a pilot study. Pilot Feasibility Stud 2023; 9:39. [PMID: 36918980 PMCID: PMC10012297 DOI: 10.1186/s40814-023-01266-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Accepted: 02/21/2023] [Indexed: 03/16/2023] Open
Abstract
BACKGROUND The primary objective of this study was to explore the feasibility of a virtual study protocol for a future longitudinal study, including recruitment, study measures, and procedures. The secondary objective was to examine preliminary hypotheses of associations, including 1) the correlations between total duration and patterns of screen time and cognitive development, and 2) the differences in quality of parent-child interactions for two screen-based tasks and a storybook reading task. METHODS Participants included 44 children aged 3 years and their parents from Edmonton, Alberta and surrounding areas. Children's screen time patterns (i.e., type, device, content, context) were parental-reported using a 2-week online daily diary design. Children's cognitive development (i.e., working memory, inhibitory control, self-control, and language) was measured virtually through a recorded Zoom session. Parent-child interactions during three separate tasks (i.e., video, electronic game, and storybook reading) were also measured virtually through a separate recorded Zoom session (n = 42). The quality of the interactions was determined by the Parent-Child Interaction System (PARCHISY). Descriptive statistics, Intra-class correlations (ICC), Spearman's Rho correlations, and a one-way repeated measures ANOVA with a post-hoc Bonferroni test were conducted. RESULTS All virtual protocol procedures ran smoothly. Most (70%) participants were recruited from four 1-week directly targeted Facebook ads. High completion rates and high inter-rater reliability in a random sample (Diary: 95% for 13/14 days; Cognitive development: 98% 3/4 tests, ICC > 0.93; Parent-child interactions: 100% for 3 tasks, Weighted Kappa ≥ 0.84) were observed for measures. Across cognitive development outcomes, medium effect sizes were observed for five correlations, with positive correlations observed with certain content (i.e., educational screen time) and negative associations observed for total screen time and certain types (show/movie/video viewing) and contexts (i.e., co-use). Medium and large effect sizes were observed for the differences in parent-child interaction quality between the three tasks. CONCLUSIONS The virtual study protocol appeared feasible. Preliminary findings suggest it may be important to go beyond total duration and consider type, content, and context when examining the association between screen time and cognitive development. A future longitudinal study using this virtual protocol will be conducted with a larger and more generalizable sample.
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Affiliation(s)
- Jasmine Rai
- Faculty of Kinesiology, Sport and Recreation, University of Alberta, 8840-114 St., Edmonton, AB, T6G 2H9, Canada
| | - Madison Predy
- Faculty of Kinesiology, Sport and Recreation, University of Alberta, 8840-114 St., Edmonton, AB, T6G 2H9, Canada
| | - Sandra A Wiebe
- Faculty of Arts - Department of Psychology, University of Alberta, Edmonton, AB, Canada
| | - Christina Rinaldi
- Faculty of Education - Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
| | - Yao Zheng
- Faculty of Arts - Department of Psychology, University of Alberta, Edmonton, AB, Canada
| | - Valerie Carson
- Faculty of Kinesiology, Sport and Recreation, University of Alberta, 8840-114 St., Edmonton, AB, T6G 2H9, Canada.
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Nobre JNP, Morais RLDS, Prat BV, Fernandes AC, Viegas ÂA, Figueiredo PHS, Peixoto MF, De Oliveira Ferreira F, de Freitas PM, Mendonça VA, Lacerda ACR. Environmental opportunities facilitating cognitive development in preschoolers: development of a multicriteria index. J Neural Transm (Vienna) 2023; 130:65-76. [PMID: 36401748 PMCID: PMC9676873 DOI: 10.1007/s00702-022-02568-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Accepted: 11/08/2022] [Indexed: 11/21/2022]
Abstract
Access to environmental opportunities can favor children's learning and cognitive development. The objectives is to construct an index that synthesizes environmental learning opportunities for preschoolers considering the home environment and verify whether the index can predict preschoolers' cognitive development. A quantitative, cross-sectional, exploratory study was conducted with 51 preschoolers using a multi-attribute utility theory (MAUT). The criteria used for drawing up the index were supported by the literature and subdivided in Group A "Resources from the house" extracted from HOME Inventory including: (1) to have three or more puzzles; (2) have at least ten children's books; (3) be encouraged to learn the alphabet; (4) take the family out at least every 2 weeks. Group B "Screens" (5) caution with using television; (6) total screen time in day/minutes. Group C "Parental Schooling" (7) maternal and paternal education. Pearson correlation analyses and univariate linear regression were performed to verify the relationship between the established index with cognitive test results. The index correlated with the total score of the mini-mental state exam (MMC) and verbal fluency test (VF) in the category of total word production and word production without errors. Multicriteria index explained 18% of the VF (total word production), 19% of the VF (total production of words without errors) and 17% of the MMC. The present multicriteria index has potential application as it synthesizes the preschooler's environmental learning opportunities and predicts domains of child cognitive development.
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Affiliation(s)
- Juliana Nogueira Pontes Nobre
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil.
| | - Rosane Luzia de Souza Morais
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Bernat Viñola Prat
- Instituto de Ciência e Tecnologia (ICT - UFVJM) e SaSA, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Amanda Cristina Fernandes
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ângela Alves Viegas
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | | | - Marco Fabrício Peixoto
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | | | - Patrícia Martins de Freitas
- Programa de Pós-Graduação em Psicologia da Saúde (PPGPSI), Instituto Multidisciplinar em Saúde da Universidade Federal da Bahia (UFBA), Vitória da Conquista, Bahia, Brazil
| | - Vanessa Amaral Mendonça
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ana Cristina Rodrigues Lacerda
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
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Infant media use: A harm reduction approach. Infant Behav Dev 2021; 64:101610. [PMID: 34298189 DOI: 10.1016/j.infbeh.2021.101610] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 05/28/2021] [Accepted: 07/05/2021] [Indexed: 11/23/2022]
Abstract
There are a myriad of potentially harmful developmental outcomes associated with infant digital media use. Studies revealing risk associated with early media use have informed the current American Academy of Pediatrics (AAP) recommendations that discourage most digital media use among children under 18 months of age. Recent research advances, however, suggest potential benefits of technology engagement in this age group. Additionally, surveys of parents reveal that most infants engage with digital media for at least 30 min a day, exceeding the AAP recommendations. In response to these discoveries and cultural trends, some scholars have made compelling cases to adapt the AAP guidelines for infants. A helpful model for developing infant digital media use guidelines for families may be the harm reduction approach. The intent of this review is to suggest adaptations to the AAP guidelines for infant media engagement using a harm reduction framework. This review describes the challenge of restrictive guidelines, briefly summarizes the harm reduction approach, provides a review of risks and benefits associated with infant media use in each developmental domain (physical, cognitive, and socioemotional), summarizes correlates of infant screen media use, and examines intervention strategies for reducing screen time. The paper concludes with examples of possible adaptations to current AAP infant media use recommendations using harm reduction and bioecological frameworks.
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Ochoa W, Reich SM, Farkas G. The Observed Quality of Caregiver-Child Interactions With and Without a Mobile Screen Device. Acad Pediatr 2021; 21:620-628. [PMID: 32673762 DOI: 10.1016/j.acap.2020.07.012] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 07/05/2020] [Accepted: 07/11/2020] [Indexed: 11/25/2022]
Abstract
OBJECTIVE This study investigated how caregivers' mobile device use influenced the quality of their interactions with their children. The associations between quality of interactions and the type of activity (eg, typing/swiping, looking at screen), setting, caregiver-child proximity, and child behaviors were also examined. METHOD Researchers anonymously and systematically observed and coded the behavior of 98 caregiver-child dyads in public settings (eg, parks, food courts) during real-time, naturally occurring interactions using time sampling. RESULTS Caregivers who used a mobile device for the entire observation engaged in less joint attention and were less responsive than caregivers who used the device some of the time. When looking at patterns within caregivers who used the device intermittently, the probability that they would engage in joint attention, initiate interactions with their child, talk, and display positive emotions was lower when they used a mobile device than when they did not. Child talking and positive affect were unrelated to caregiver device use. Activity type with the device, caregiver-child proximity and setting also related to interaction quality. CONCLUSIONS Caregiver device use was negatively associated with adult behaviors that are key components of high-quality caregiver-child interactions. Additionally, setting, activity type, and caregiver-child proximity are factors that should be considered because they relate to the quality of caregiver-child interactions in the context of mobile screen technologies.
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Affiliation(s)
- Wendy Ochoa
- Eliot-Pearson Department of Child Study and Human Development (W Ochoa), Tufts University, Medford, Mass.
| | | | - George Farkas
- University of California (SM Reich and G Farkas), Irvine, Calif
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Nobre JNP, Santos JN, Santos LR, Guedes SDC, Pereira L, Costa JM, Morais RLDS. Determining factors in children's screen time in early childhood. CIENCIA & SAUDE COLETIVA 2021; 26:1127-1136. [PMID: 33729365 DOI: 10.1590/1413-81232021263.00602019] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2018] [Accepted: 06/10/2019] [Indexed: 11/22/2022] Open
Abstract
The use of media by children in early childhood is increasingly common, and it is necessary to investigate the determinants of screen time, which is understood as the total child screen exposure time, including television and interactive media. This is a descriptive, exploratory, and cross-sectional study conducted with 180 children between 24 and 42 months of age, allocated in Group 1, less than two hours daily screen exposure time; Group 2, daily screen exposure time equal to or more than two hours. Bivariate and binary logistic regression analyses were performed. Screen time determining factors studied were family environment, evaluated with the Family Environment Resource Inventory; socioeconomic factors; nutritional status and child development status, evaluated with the Bayley III test. As a result, 63% of children had daily screen time exceeding two hours, and television still is the main culprit for children screen exposure. We observed that screen time exposure was positively associated with family resources, economic level, and language development. However, only the last two factors explained the longer screen time.
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Affiliation(s)
- Juliana Nogueira Pontes Nobre
- Programa de Pós-Graduação Saúde, Sociedade & Ambiente, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM). Rodovia MGT 367 Km 583, 5000, Alto da Jacuba. 39100-000 Diamantina MG Brasil.
| | | | - Lívia Rodrigues Santos
- Programa de Pós-Graduação em Ciências Fonoaudiólogas, Universidade Federal de Minas Gerais (UFMG). Belo Horizonte MG Brasil
| | | | | | | | - Rosane Luzia de Souza Morais
- Programa de Pós-Graduação Saúde, Sociedade & Ambiente, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM). Rodovia MGT 367 Km 583, 5000, Alto da Jacuba. 39100-000 Diamantina MG Brasil. .,Departamento de Fisioterapia, UFVJM. Diamantina MG Brasil
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Wan MW, Fitch-Bunce C, Heron K, Lester E. Infant screen media usage and social-emotional functioning. Infant Behav Dev 2020; 62:101509. [PMID: 33249357 DOI: 10.1016/j.infbeh.2020.101509] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2020] [Revised: 09/08/2020] [Accepted: 11/13/2020] [Indexed: 11/16/2022]
Abstract
There has been little research on whether and how screen media usage affects social-emotional (SE) function prior to two years of age, even though early SE development is understood to be nurtured through interpersonal experience, mainly withthe primary caregiver. This study sought to characterise infant screen media usage and understand how it may link with concurrent SE function by testing associated effects on reducing parent-infant interaction and of parent psychological factors. Questionnaire responses from 327 UK-based parents of infants aged 6-24 months showed diverse usage in the amount of time spent on screen media ('screen time') and amount of parental involvement (co-sharing and co-referencing). Infants with possible SE delay experienced more screen time than those at low risk. The study tested three mediation models and found support for the displacement and not distancing hypothesis based on this community sample. While screen time predicted both SE competence and SE problems, reduced parent-infant play partially mediated the effect on SE competence. Parent depressed mood was positively linked with infant SE problems, but there was little evidence that increased screen time mediated this effect. Also, parent reflective function and attitudes toward parent-infant play were unrelated to screen time. Though longitudinal study is warranted, the findings implicate screen media usage as potentially directly and indirectly relevant when addressing infant mental health.
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Affiliation(s)
- Ming Wai Wan
- Division of Psychology and Mental Health, School of Health Sciences, Faculty of Biology, Medicine and Health, Manchester Academic Health Science Centre, University of Manchester, UK.
| | - Clem Fitch-Bunce
- Division of Psychology and Mental Health, School of Health Sciences, Faculty of Biology, Medicine and Health, Manchester Academic Health Science Centre, University of Manchester, UK
| | - Kate Heron
- Division of Psychology and Mental Health, School of Health Sciences, Faculty of Biology, Medicine and Health, Manchester Academic Health Science Centre, University of Manchester, UK
| | - Ellie Lester
- Division of Psychology and Mental Health, School of Health Sciences, Faculty of Biology, Medicine and Health, Manchester Academic Health Science Centre, University of Manchester, UK
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Howie EK, McNally S, Straker LM. Exploring the Reliability and Validity of the TechU-Q to Evaluate Device and Purpose Specific Screen Use in Preschool Children and Parents. JOURNAL OF CHILD AND FAMILY STUDIES 2020; 29:2879-2889. [PMID: 32837150 PMCID: PMC7405318 DOI: 10.1007/s10826-020-01787-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Young children are increasingly using mobile technology, with potential for positive and negative developmental consequences. Parents are responsible to guide children in their use of technology based on recommendations and guidelines. Guidelines for screen use in young children have been based on little empirical information on contemporary screen use. This study surveyed parents of young children (n = 96, mean child age 3.0, SD 1.0 years) from three settings (Australia, United States) to test the reliability and validity of a new tool to capture richer data on technology use within a techno-microsystem. The TechU-Q demonstrated reasonable test-retest reliability and face and construct validity. Young children averaged more than 60 min per day of total technology use, mostly using TV, tablet computers, and mobile phones. The primary purposes for child use were educational and watching videos. Parental attitudes towards technology and parent use were associated with their child's use. Future guidelines should utilize detailed descriptions of technology use by device and purpose to provide more relevant advice on technology use for young children.
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Ewin CA, Reupert AE, McLean LA, Ewin CJ. The impact of joint media engagement on
parent–child
interactions: A systematic review. HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES 2020. [DOI: 10.1002/hbe2.203] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Carrie A. Ewin
- Faculty of Education Monash University Melbourne Victoria Australia
| | | | - Louise A. McLean
- Faculty of Education Monash University Melbourne Victoria Australia
| | - Christopher J. Ewin
- School of Computing and Information Systems The University of Melbourne Parkville Victoria Australia
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Quality of interactive media use in early childhood and child development: a multicriteria analysis. JORNAL DE PEDIATRIA (VERSÃO EM PORTUGUÊS) 2020. [DOI: 10.1016/j.jpedp.2019.03.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
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Nobre JNP, Vinolas Prat B, Santos JN, Santos LR, Pereira L, Guedes SDC, Ribeiro RF, Morais RLDS. Quality of interactive media use in early childhood and child development: a multicriteria analysis. J Pediatr (Rio J) 2020; 96:310-317. [PMID: 30822392 PMCID: PMC9432183 DOI: 10.1016/j.jped.2018.11.015] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/03/2018] [Revised: 11/03/2018] [Accepted: 11/06/2018] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVES (1) To develop an index that allows the measurement of the quality of interactive media used by children in early childhood. (2) To verify whether there is an association between the index and cognitive development, expressive language, and fine and gross motor development. METHODS A quantitative, cross-sectional, exploratory study with 103 children, aged 24 to 42 months, evaluated by the Bayley Scale of Infant and Toddler Development. The criteria for the index were selected from the literature: (1) media use by parents; (2) time of daily media use; (3) media type; (4) what do you use the media for; (5) who do you use the media with (6) monitoring (limits time, content, interacts during use); (7) purpose of use; (8) parents' opinion of the media. For development of the multicriteria index, the multi-attribute utility theory was applied, and Spearman correlation and simple linear regression (p<0.05) were used to verify the association between the index and child development. RESULTS The index showed a positive and significant correlation with child development in the following domains: language (r=0.40, p<0.001), cognitive (r=0.23, p=0.04), and fine motor=0.22, p=0.04). Simple linear regression analysis showed that the use of interactive media accounts for 22% of language development (p<0.001). CONCLUSION The multicriteria index developed to verify the quality of interactive media used by children in early childhood showed that it has the potential to be used. The positive and significant associations between the quality of interactive media use and child development was verified, mainly regarding language.
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Affiliation(s)
- Juliana N P Nobre
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Programa de Pós-Graduação Saúde, Sociedade e Ambiente SaSA, Diamantina, MG, Brazil.
| | - Bernat Vinolas Prat
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Instituto de Ciência e Tecnologia (ICT) e SaSA, Diamantina, MG, Brazil
| | - Juliana N Santos
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Departamento de Fisioterapia, Diamantina, MG, Brazil; Universidade Federal de Minas Gerais (UFMG), Ciências Fonoaudiólogas, Belo Horizonte, MG, Brazil
| | - Lívia R Santos
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Departamento de Fisioterapia, Diamantina, MG, Brazil
| | - Leiziane Pereira
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Departamento de Fisioterapia, Diamantina, MG, Brazil
| | - Sabrina da C Guedes
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Departamento de Fisioterapia, Diamantina, MG, Brazil
| | - Rayane F Ribeiro
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Departamento de Fisioterapia, Diamantina, MG, Brazil
| | - Rosane Luzia de S Morais
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Departamento de Fisioterapia e SaSA, Diamantina, MG, Brazil
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Sadeghi S, Pouretemad HR, Khosrowabadi R, Fathabadi J, Nikbakht S. Effects of parent-child interaction training on children who are excessively exposed to digital devices: A pilot study. Int J Psychiatry Med 2019; 54:408-423. [PMID: 31033367 DOI: 10.1177/0091217419837070] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
ObjectiveIn the last decade, the use of digital devices among children has increased. This study examines the effects of parent–child interaction training on the amount of time children use digital devices, conflict and closeness in parent–child relationships, executive functions, and the electroencephalogram absolute power in children who excessively use the digital devices.MethodThe sample group consisted of 12 children (24 to 47 months) who spent more than half of their waking hours using digital devices. Parents were trained to intensive interaction with the child for two months. Electroencephalogram absolute power, parent–child interaction, the amount of time children use digital devices, and children’s executive function skills were assessed.ResultsParent–child intensive interaction reduces the use of digital devices; decrease the conflicts and increase the closeness in parent–child relationships; decrease executive functioning problems; and increase the absolute power of alpha and alpha 2 (F3), beta 1 (F3), and beta and beta 2 (F3, Fp2).ConclusionThese findings provide evidence of the negative effects of the excessive use of digital devices in children, the importance of parent–child interaction, and its positive impacts on cognitive and brain functions in children. It might contribute to better understand the importance of parent–child interaction in the early years.
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Affiliation(s)
- Saeid Sadeghi
- Department of Clinical and Health Psychology, Shahid Beheshti University, Tehran, Iran
| | - Hamid Reza Pouretemad
- Department of Clinical and Health Psychology, Shahid Beheshti University, Tehran, Iran.,Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
| | - Reza Khosrowabadi
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
| | - Jalil Fathabadi
- Department of Educational and Developmental Psychology, Shahid Beheshti University, Tehran, Iran
| | - Sedighe Nikbakht
- Department of Pediatric Neurology, Tehran University of Medical Sciences, Tehran, Iran
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Yang R, Tracy EL, Jensen FB, Jiang Y, Linder L. The Effect of Screen Viewing Duration and Self-Efficacy in Limiting Screen Viewing on Loneliness in Adolescent-Parent Dyads: An Application of the Actor-Partner Interdependence Model. J Pediatr Nurs 2019; 47:106-113. [PMID: 31108323 DOI: 10.1016/j.pedn.2019.05.007] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/17/2018] [Revised: 03/22/2019] [Accepted: 05/07/2019] [Indexed: 10/26/2022]
Abstract
PURPOSE To examine the influence of parents' screen viewing (SV) duration and self-efficacy in limiting SV on their adolescents' loneliness, and to explore the influence of adolescents' SV duration and self-efficacy in limiting SV on parents' loneliness. DESIGN AND METHODS A cross-sectional survey with 1573 adolescent-parent dyads from the Family Life, Activity, Sun, Health, and Eating Study were included in this study. The actor-partner interdependence models were used to examine the effect of each dyadic partner's SV duration and self-efficacy in limiting SV on their own and their dyadic partner's loneliness within adolescent-parent dyads. RESULTS There were no significant actor and partner effects of SV duration on loneliness for both parents and adolescents (all ps > 0.05). Adolescents' self-efficacy in limiting SV was associated with less loneliness of their own (adolescents' actor effect: β = -0.35, SE = 0.04, p < .01) and that of their parents (adolescents' partner effect: β = -0.15, SE = 0.04, p = .001). Parents' self-efficacy in limiting SV was negatively associated with their own loneliness (parents' actor effect: β = -0.25, SE = 0.05, p < .01), but not with their adolescents' loneliness (parents' partner effect: β = -0.06, SE = 0.05, p = .189). CONCLUSIONS Adolescents' own self-efficacy in limiting SV has a significant impact on their parents' loneliness. Parents' self-efficacy in limiting SV, however, did not influence their adolescents' loneliness. PRACTICE IMPLICATIONS Our results highlight the importance of providers screening for loneliness as part of the plan of care for adolescents and parents who might have excessive SV, with close attention given to those who possess less self-efficacy in controlling their SV.
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Affiliation(s)
- Rumei Yang
- University of Utah College of Nursing, Salt Lake City, UT, United States of America; School of Nursing, Nanjing Medical University, Nanjing, Jiangsu, China.
| | - Eunjin Lee Tracy
- University of Utah, Department of Psychology, Salt Lake City, UT, United States of America
| | - Francine Bench Jensen
- University of Utah College of Nursing, Salt Lake City, UT, United States of America; Utah Valley University, Orem, UT, United States of America
| | - Yun Jiang
- University of Michigan School of Nursing, Ann Arbor, MI, United States of America
| | - Lauri Linder
- University of Utah College of Nursing, Salt Lake City, UT, United States of America; Primary Children's Hospital, Salt Lake City, UT, United States of America
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