State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China.
Department of Education and Psychology, Freie Universität Berlin, 14195 Berlin, Germany.
Int J Environ Res Public Health. 2022 Jul 22;19(15):8940. doi: 10.3390/ijerph19158940.
The past two decades have witnessed controversy over whether the use of digital technology has damaged or enhanced adolescents' social relationships, which influences their development. In this study, we addressed this debate by specifying the effect of different types of smartphone use content on social relationships, rather than simply relying on screen time spent on digital media. To avoid selective analysis and report of different variables, we used specification curve analysis (SCA) in a large dataset (N = 46,018) to explore the correlations between 20 types of smartphone use content and adolescents' social relationships (parent-child, peer, and teacher-student). The types of smartphone use content were measured by the revised version of Mobile Phone Use Pattern Scale, the Parent-Child Relationship Scale, the Peer Relationship Scale, and the Teacher-Student Relationship Scale assessed three different social relationships, respectively. Of the 20 types of smartphone use content, only playing games (negatively explaining 1% of the variation), taking online courses (positively explaining 1.6% of the variation), using search engines (positively explaining 1.2% of the variation), using a dictionary (positively explaining 1.3% of the variation), and obtaining life information (positively explaining 1.5% of the variation) showed a significant effect size. The association between smartphone use and adolescents' social relationships depends on the various types of content with which adolescents engage during smartphone use. The various effects of different types of smartphone use content deserve the attention of both the public and policy-makers.
在过去的二十年里，人们一直争论数字技术的使用是否损害或增强了青少年的社会关系，而这又影响了他们的发展。在这项研究中，我们通过指定不同类型的智能手机使用内容对社会关系的影响，而不是仅仅依赖于花在数字媒体上的屏幕时间，来解决这一争论。为了避免对不同变量的选择性分析和报告，我们在一个大型数据集（N=46018）中使用规范曲线分析（SCA）来探索 20 种智能手机使用内容与青少年社会关系（亲子、同伴和师生）之间的相关性。智能手机使用内容的类型是通过修订后的手机使用模式量表、亲子关系量表、同伴关系量表和师生关系量表来衡量的，分别评估了三种不同的社会关系。在 20 种智能手机使用内容中，只有玩游戏（消极地解释了 1%的变化）、上网课（积极地解释了 1.6%的变化）、使用搜索引擎（积极地解释了 1.2%的变化）、使用词典（积极地解释了 1.3%的变化）和获取生活信息（积极地解释了 1.5%的变化）显示出显著的效应量。智能手机使用与青少年社会关系之间的关联取决于青少年在使用智能手机时所参与的各种内容类型。不同类型的智能手机使用内容的各种影响值得公众和政策制定者关注。
