School of Public Health, Physiotherapy and Sports Science, University College Dublin, Dublin, Ireland.
Department of Psychology, University of Calgary, Calgary, AB, Canada.
J Child Psychol Psychiatry. 2021 Dec;62(12):1475-1484. doi: 10.1111/jcpp.13425. Epub 2021 May 4.
While it has been purported that excessive screen time can lead to behavioral problems, it has also been suggested that children with behavioral dysregulation receive more access to screens to manage problematic behavior. In this study, both temporally stable and longitudinal associations between screen time and externalizing and internalizing behaviors across childhood are examined to directly address this issue of directionality.
Data are from a prospective cohort of 10,172 Irish children, collected between 2010 and 2018 when children were ages 3, 5, 7, and 9. Children's screen time (hours/day) and externalizing and internalizing behaviors (Strengths and Difficulties Questionnaire) were assessed via caregiver report. Random-intercepts cross-lagged panel models were used to estimate longitudinal bidirectional associations while controlling for temporally stable (i.e., 'time-invariant' or 'trait-like') differences between children.
Temporally stable differences between children were observed for both screen time and behavior problems. Longitudinal trajectories for screen time lacked stability; however, and externalizing and internalizing behaviors stabilized increasingly during later childhood. Greater externalizing and internalizing behaviors at age 3 were directionally associated with increased screen time at age 5. Greater screen time at ages 3 and 5 was directionally associated with increased internalizing behaviors at ages 5 and 7, respectively. More screen time at age 7 was directionally associated with fewer internalizing behaviors at age 9. Screen time was not associated with later externalizing behaviors.
Bidirectional associations between screen time and internalizing behaviors were observed for preschoolers. Directional associations between screen time and internalizing difficulties were observed across childhood. These findings can inform screen use guidelines and family media planning at different ages and stages of development.
虽然有人声称过度使用屏幕时间会导致行为问题，但也有人认为行为失调的儿童可以获得更多的屏幕时间来控制问题行为。在这项研究中，通过同时考察屏幕时间与儿童期内外化和内化行为之间的时间稳定和纵向关联，直接解决了方向性问题。
数据来自于 2010 年至 2018 年期间对 10172 名爱尔兰儿童进行的前瞻性队列研究，当时儿童年龄分别为 3、5、7 和 9 岁。通过照顾者报告评估儿童的屏幕时间（小时/天）和外化和内化行为（长处和困难问卷）。使用随机截距交叉滞后面板模型来估计纵向双向关联，同时控制儿童之间的时间稳定（即“时不变”或“特质样”）差异。
儿童的屏幕时间和行为问题都存在时间稳定的差异。屏幕时间的纵向轨迹缺乏稳定性；然而，外化和内化行为在后期儿童期越来越稳定。3 岁时更大的外化和内化行为与 5 岁时更高的屏幕时间呈方向性相关。3 岁和 5 岁时更高的屏幕时间分别与 5 岁和 7 岁时更高的内化行为呈方向性相关。7 岁时更多的屏幕时间与 9 岁时更少的内化行为呈方向性相关。屏幕时间与后来的外化行为无关。
在学龄前儿童中观察到了屏幕时间与内化行为之间的双向关联。在整个儿童期，观察到了屏幕时间与内化困难之间的方向性关联。这些发现可以为不同年龄和发展阶段的屏幕使用指南和家庭媒体计划提供信息。
