Key Lab of Public Health Safety of the Ministry of Education, School of Public Health, Fudan University, Shanghai, China.
Front Public Health. 2022 May 17;10:869218. doi: 10.3389/fpubh.2022.869218. eCollection 2022.
This study aimed to assess smartphone use time and total screen time among students aged 10-19 in Shanghai, China, and examine their effects on academic stress.
Baseline and follow-up surveys were conducted in December 2017 and December 2018, respectively, using a cohort study design with 1,771 participants. Questionnaire surveys and physical examinations of participants were conducted by trained investigators and professional school physicians, respectively. The self-administered questionnaire mainly covered demographic information, academic stress, smartphone use time, total screen time, and other lifestyle behaviors.
The average smartphone use time of primary, middle, and high school students was 0.76 ± 0.90, 1.34 ± 1.29, and 2.39 ± 1.66 h/day, respectively; total screen time was 2.60 ± 2.63, 2.65 ± 3.39, and 3.52 ± 2.7 h/day, respectively ( < 0.001). The academic stress scores of primary, middle, and high school students were 9.25 ± 3.96, 11.97 ± 4.58, and 15.06 ± 5.10 (out of 30), respectively. The smartphone use time and total screen time were positively associated with academic stress score, with β values of 0.307 (95% CI: 0.164-0.450) and 0.171 (95% CI: 0.088-0.255), respectively. The longer the smartphone use time and total screen time, the higher the risk of abnormal academic stress, with OR values of 1.199 (95% CI: 1.103-1.303) and 1.104 (95% CI: 1.056-1.154), respectively. After stratifying by grade group, positive associations between smartphone use time or total screen time and abnormal academic stress were observed in primary and middle school students; for high school students; however, only smartphone use time had a positive association.
This study confirmed that the academic stress is widespread among students aged 10-19 in Shanghai, China. From a public health perspective, smartphone use time and total screen time should therefore be restricted for reducing academic stress and preventing related problems among adolescents in Shanghai, China, in school, family, and other environments.
本研究旨在评估中国上海 10-19 岁学生的智能手机使用时间和总屏幕时间，并探讨其对学业压力的影响。
采用队列研究设计，于 2017 年 12 月和 2018 年 12 月分别对 1771 名参与者进行基线和随访调查。由经过培训的调查员和专业学校医生分别对参与者进行问卷调查和体格检查。自我管理问卷主要涵盖人口统计学信息、学业压力、智能手机使用时间、总屏幕时间和其他生活方式行为。
小学生、初中生和高中生的平均智能手机使用时间分别为 0.76 ± 0.90、1.34 ± 1.29 和 2.39 ± 1.66 h/d；总屏幕时间分别为 2.60 ± 2.63、2.65 ± 3.39 和 3.52 ± 2.7 h/d（<0.001）。小学生、初中生和高中生的学业压力评分分别为 9.25 ± 3.96、11.97 ± 4.58 和 15.06 ± 5.10（满分 30 分）。智能手机使用时间和总屏幕时间与学业压力评分呈正相关，β 值分别为 0.307（95%CI：0.164-0.450）和 0.171（95%CI：0.088-0.255）。智能手机使用时间和总屏幕时间越长，学业压力异常的风险越高，OR 值分别为 1.199（95%CI：1.103-1.303）和 1.104（95%CI：1.056-1.154）。按年级分组后，在小学生和初中生中观察到智能手机使用时间或总屏幕时间与学业压力异常呈正相关；然而，在高中生中，只有智能手机使用时间呈正相关。
本研究证实，学业压力在中国上海 10-19 岁学生中普遍存在。从公共卫生的角度来看，应限制青少年在上海学校、家庭和其他环境中使用智能手机和总屏幕时间，以降低学业压力和预防相关问题。
