Kiatrungrit Komsan, Hongsanguansri Sirichai
Department of Psychiatry, Ramathibodi Hospital, Mahidol University, Bangkok, Thailand.
Shanghai Arch Psychiatry. 2014 Aug;26(4):216-26. doi: 10.3969/j.issn.1002-0829.2014.04.005.
There is increasing concern about the negative psychological effects of excessive use of various electronic media by adolescents but the monitoring of these behaviors in low- and middle-income countries has some methodological flaws.
Assess the use of all types of electronic media among secondary school students in Bangkok, Thailand.
A stratified random sample of students from four schools in Bangkok completed a modified version of a questionnaire used in a major study in the United States.
Among the 768 participants, 443 (57.7%) were female and 325 (42.3%) were male; their mean (sd) age was 15.4 (1.5) years. Almost all respondents had easy access to multiple types of electronic media; 94% had mobile phones, 77% had a television in their bedroom, and 47% had internet access in their bedroom. Over the prior day 39% had watched television shows or movies for more than 3 hours, 28% spent more than 3 hours on social networking sites, 25% listened to music for more than 3 hours, and 18% played computer games for more than 3 hours. Overall, 27% reported using electronic devices for more than 12 hours in the previous day. Only 19% reported parental rules about the use of electronic devices in the home that were regularly enforced. Time engaged in the various activities was not related to parental education or, with the exception of time playing computer games, to students' grade point average. Younger students and male students spent less time than older students and female students using these devices to engage in interactive social activities (e.g., talking on the phone or social networking), while male students spent much more time than female students playing games on the devices.
Adolescents spend a substantial part of every single day using different types of electronic devices. Longitudinal studies with precise time logs of device usage and descriptions of the type of content accessed are needed to determine the extent to which these activities have negative (or positive) effects on the social and psychological development of adolescents.
青少年过度使用各种电子媒体所产生的负面心理影响日益受到关注，但在低收入和中等收入国家对这些行为的监测存在一些方法上的缺陷。
评估泰国曼谷中学生对各类电子媒体的使用情况。
从曼谷四所学校抽取分层随机样本的学生，完成了美国一项主要研究中使用的问卷的修改版。
在768名参与者中，443名（57.7%）为女性，325名（42.3%）为男性；他们的平均（标准差）年龄为15.4（1.5）岁。几乎所有受访者都能轻松接触到多种类型的电子媒体；94%的人有手机，77%的人卧室里有电视，47%的人卧室里能上网。在前一天，39%的人看电视节目或电影超过3小时，28%的人在社交网站上花费超过3小时，25%的人听音乐超过3小时，18%的人玩电脑游戏超过3小时。总体而言，27%的人报告前一天使用电子设备超过12小时。只有19%的人报告家里有关于电子设备使用的父母规定且能经常执行。参与各种活动的时间与父母的教育程度无关，除了玩电脑游戏的时间外，与学生的平均绩点也无关。较年轻的学生和男学生比年长的学生和女学生花在使用这些设备进行互动社交活动（如打电话或社交网络）上的时间更少，而男学生花在设备上玩游戏的时间比女学生多得多。
青少年每天花费大量时间使用不同类型的电子设备。需要进行纵向研究，精确记录设备使用时间日志并描述所访问内容的类型，以确定这些活动对青少年社交和心理发展产生负面（或正面）影响的程度。
