Tezol Özlem, Yıldız Deniz, Yalçın Sıddıka Songül
Mersin University Faculty of Medicine Department of Pediatrics, Mersin, Turkey.
Dr. Sami Ulus Training and Research Hospital Department of Pediatrics, Ankara, Turkey.
Turk Arch Pediatr. 2022 Jul;57(4):459-466. doi: 10.5152/TurkArchPediatr.2022.21359.
In recent years, young children from all socioeconomic conditions found an oppor- tunity to own or access video game devices. The precisely defined effects of video gaming on young children's behaviors and mental health are unknown. This study aimed to investigate the relationship between the psychosocial well-being and video gaming in preschool children.
The video gamer (n = 70) and non-gamer (n = 140) children between 2 and 6 years old and their mothers were included in the study. Psychosocial well-being was assessed using the Strengths and Difficulties Questionnaire parent version. Multivariable logis- tic regressions were used.
30% of the video gamers played video games for more than 1 hour per day. Factors associated with video gaming included sex, birth order, age of first screen exposure, daily screen time, and parent(s) video gaming. Being a boy, having a daily screen time of more than 1 hour and parent(s) video gaming increased the probability of video gaming [Odds (95% CI) = 3.00 (1.42-6.31), P = .004; 6.28 (2.86-13.80), P < .001; 6.49 (2.77-15.23), P < .001, respec- tively]. Not being the first child and having an age of first screen exposure older than 12 months old decreased the probability of video gaming [Odds (95% CI) = 0.29 (0.11-0.76), P = .012; 0.34 (0.13-0.89), P = .027, respectively]. Video gamers and non-gamers had statistically similar Strengths and Difficulties Questionnaire scores. There was no association between video gam- ing and being borderline or abnormal in emotional symptoms, conduct problems, hyperactiv ity/inattention, peer relationship problems, prosocial behavior, and total difficulties.
This study investigating the relationship between psychosocial well-being and video gaming revealed that video gaming is not associated with psychosocial well-being in preschool age.
近年来，来自各种社会经济背景的幼儿都有机会拥有或接触电子游戏设备。电子游戏对幼儿行为和心理健康的确切影响尚不清楚。本研究旨在调查学龄前儿童的社会心理幸福感与电子游戏之间的关系。
本研究纳入了70名2至6岁的电子游戏玩家儿童和140名非电子游戏玩家儿童及其母亲。使用优势与困难问卷家长版评估社会心理幸福感。采用多变量逻辑回归分析。
30%的电子游戏玩家每天玩电子游戏超过1小时。与电子游戏相关的因素包括性别、出生顺序、首次接触屏幕的年龄、每日屏幕使用时间以及父母是否玩电子游戏。男孩、每日屏幕使用时间超过1小时以及父母玩电子游戏会增加玩电子游戏的概率[优势比（95%置信区间）分别为3.00（1.42 - 6.31），P = 0.004；6.28（2.86 - 13.80），P < 0.001；6.49（2.77 - 15.23），P < 0.001]。非长子长女以及首次接触屏幕的年龄大于12个月会降低玩电子游戏的概率[优势比（95%置信区间）分别为0.29（0.11 - 0.76），P = 0.012；0.34（0.13 - 0.89），P = 0.027]。电子游戏玩家和非电子游戏玩家在优势与困难问卷得分上在统计学上相似。电子游戏与情绪症状、行为问题、多动/注意力不集中、同伴关系问题、亲社会行为以及总困难处于临界或异常状态之间没有关联。
本研究调查了社会心理幸福感与电子游戏之间的关系，结果显示在学龄前儿童中，电子游戏与社会心理幸福感无关。
