Ramírez Saray, Gana Sofía, Garcés Soledad, Zúñiga Teresa, Araya Ricardo, Gaete Jorge
Faculty of Education, Research Center for Students Mental Health (ISME), Universidad de los Andes, Santiago, Chile.
Agencia Nacional de Investigación y Desarrollo (ANID), Millennium Science Initiative Program, Millennium Nucleus to Improve the Mental Health of Adolescents and Youths, Imhay, Santiago, Chile.
Front Psychiatry. 2021 Nov 11;12:764054. doi: 10.3389/fpsyt.2021.764054. eCollection 2021.
In the last years, there has been a rise in the use of technology among children and adolescents, which has led to a greater concern about its impact on their socioemotional and cognitive development. To explore the time spent using technology, the risk perception of its use by students, and the association between frequency of technology use and life satisfaction and academic performance among children and adolescents in Chile. Additionally, we explored the mediating effect of sleep deprivation on these outcomes. This is a cross-sectional study, where 2,440 students (9-12 years old) from 13 schools participated. Data was collected using an online survey answered by students during school hours. The association analyses were performed using multivariable regression models considering life satisfaction and academic performance as dependent variables. Additionally, mediating analyses were conducted using structural equation modeling. Time watching television and using cellphones were similar on weekdays, and playing video games was the most frequent activity during weekends. A 42.1% of students reported playing online video games with strangers, and 12.7% had sleep deprivation. Lower self-reported academic performance was associated with cyberbullying victimization, sleep deprivation, being hacked, exposure to violent content, time spent using cell phones during weekdays and weekends, and playing video games during weekdays. Students who perceived that playing video games after 9 pm affected their sleep had a higher academic performance. There was a clear mediating effect of sleep deprivation in the relationship between time spent using a cellphone during weekdays and weekends and playing video games during weekdays and GPA. Time spent using technological devices was not associated with life satisfaction; however, the time spent using cell phones and playing video games was related to lower self-reported academic performance, mediated by sleep deprivation. Future research may focus on a better understanding of the mechanisms involved in the effect of technology use on sleep routines among adolescents and potential interventions to reduce its impact on academic performance.
在过去几年中，儿童和青少年使用科技产品的情况有所增加，这引发了人们对其对他们社会情感和认知发展影响的更多关注。为了探究智利儿童和青少年使用科技产品的时间、学生对其使用的风险认知，以及科技产品使用频率与生活满意度和学业成绩之间的关联。此外，我们还探究了睡眠剥夺对这些结果的中介作用。这是一项横断面研究，来自13所学校的2440名学生（9至12岁）参与其中。数据通过学生在上课时间回答的在线调查问卷收集。关联分析使用多变量回归模型进行，将生活满意度和学业成绩作为因变量。此外，中介分析使用结构方程模型进行。工作日看电视和使用手机的时间相似，玩电子游戏是周末最频繁的活动。42.1%的学生报告称与陌生人玩在线电子游戏，12.7%的学生存在睡眠剥夺。自我报告的学业成绩较低与网络欺凌受害、睡眠剥夺、被黑客攻击、接触暴力内容、工作日和周末使用手机的时间，以及工作日玩电子游戏有关。认为晚上9点后玩电子游戏会影响睡眠的学生学业成绩较高。在工作日和周末使用手机的时间与工作日玩电子游戏的时间和平均绩点之间的关系中，睡眠剥夺存在明显的中介作用。使用科技设备的时间与生活满意度无关；然而，使用手机和玩电子游戏的时间与自我报告的学业成绩较低有关，睡眠剥夺起到了中介作用。未来的研究可能集中在更好地理解科技产品使用对青少年睡眠习惯影响的机制，以及减少其对学业成绩影响的潜在干预措施上。
