Wong Rosa S, Tung Keith T S, Rao Nirmala, Leung Cynthia, Hui Anna N N, Tso Winnie W Y, Fu King-Wa, Jiang Fan, Zhao Jin, Ip Patrick
Department of Paediatrics & Adolescent Medicine, The University of Hong Kong, Hong Kong.
Faculty of Education, The University of Hong Kong, Hong Kong.
J Pediatr. 2020 Nov;226:258-265. doi: 10.1016/j.jpeds.2020.07.006. Epub 2020 Jul 3.
To disentangle the pathways of parent technology use, parent-child interactions, child screen time, and child psychosocial difficulties among disadvantaged families in Hong Kong.
Parents of 1254 3-year-old children from the KeySteps@JC project reported on the number of hours their children used electronic devices every day and evaluated their children's psychosocial behaviors using the Strengths and Difficulties Questionnaire. These parents also reported on their own digital device usage patterns and the frequency of parent-child interactions and provided sociodemographic data. Structural models were tested with parent technology use (independent variable), parent technological distractions and parent-child interactions and child screen time (mediators), child psychosocial problems (dependent variable), and children's age and sex and family socioeconomic status index (confounding variables).
Parent distraction with technology during parent-child interactions completely mediated the overall association between parent problematic digital technology use and child screen use duration. Parent problematic digital technology use was positively and directly associated with child psychosocial difficulties. In addition, it was indirectly related to child psychosocial difficulties through technological distractions and reductions in parent-child interactions and increased media use by children.
Higher parent digital technology usage was associated with reduced parent-child interactions and increased child screen time and psychosocial difficulties in disadvantaged families. These results suggest that limiting parents' use of electronic devices in front of their young children could be beneficial for childhood psychosocial development.
梳理香港弱势家庭中父母使用技术、亲子互动、孩子屏幕使用时间和孩子心理社会问题之间的路径。
来自“关键步骤@青年商会”项目的1254名3岁儿童的父母报告了他们孩子每天使用电子设备的时长，并使用优势与困难问卷评估了孩子的心理社会行为。这些父母还报告了自己的数字设备使用模式、亲子互动频率，并提供了社会人口学数据。使用父母技术使用（自变量）、父母技术干扰、亲子互动和孩子屏幕使用时间（中介变量）、孩子心理社会问题（因变量）以及孩子的年龄、性别和家庭社会经济地位指数（混杂变量）对结构模型进行了测试。
亲子互动期间父母因技术而分心完全中介了父母数字技术使用问题与孩子屏幕使用时长之间的总体关联。父母数字技术使用问题与孩子心理社会问题呈正相关且直接相关。此外，它通过技术干扰、亲子互动减少以及孩子媒体使用增加与孩子心理社会问题间接相关。
在弱势家庭中，父母数字技术使用增加与亲子互动减少、孩子屏幕使用时间增加以及心理社会问题增多有关。这些结果表明，限制父母在幼儿面前使用电子设备可能有利于儿童心理社会发展。
