School of Health and Rehabilitation Sciences (A Khan and S Gomersall), The University of Queensland, Brisbane, Australia.
School of Health and Rehabilitation Sciences (A Khan and S Gomersall), The University of Queensland, Brisbane, Australia.
Acad Pediatr. 2023 Apr;23(3):651-658. doi: 10.1016/j.acap.2022.07.024. Epub 2022 Aug 23.
To examine the associations of passive (ie, television) and active (ie, electronic games, computer use) screen time (ST) with perceived school performance of adolescents across gender.
Data were from the 2014 Health Behaviour in School-aged Children survey conducted across 38 European countries and Canada. Perceived school performance was assessed using an item and dichotomized as high (good/very good) versus the remainder (average/below-average as reference). Participants reported hours per day of time spent watching television, playing electronic games, and using a computer in their free time. Multilevel logistic regression was used to estimate the associations.
A total of 197,439 adolescents (average age 13.6 [standard deviation 1.63] years; 51% girls) were analyzed. Multivariable modeling showed that engaging in >2 h/d of ST was progressively and adversely associated with high performance in both boys and girls. Adolescents reporting >4 h/d of television time (≤1 h/d as reference) had 32% lower odds in boys (odds ratio [OR] 0.68; 95% confidence interval [CI]: 0.65-0.71) and 39% lower odds in girls (OR 0.61; 95% CI, 0.58-0.65) of reporting high performance. Playing electronic games for >4 h/d was associated with high performance with odds being 38% lower in boys (OR 0.62; 95% CI, 0.59-0.66) and 45% lower in girls (OR 0.55; 95% CI, 0.52-0.57). Sex differences in the estimates were mixed.
High screen use, whether active or passive, was adversely associated with perceived high school performance, with association estimates being slightly stronger in girls than boys, and for mentally active than passive screen use. Discouraging high levels of screen use of any type could be beneficial to school performance.
研究被动（如看电视）和主动（如玩电子游戏、使用电脑）屏幕时间（ST）与青少年性别间感知学业成绩的关联。
数据来自 2014 年在 38 个欧洲国家和加拿大开展的“青少年健康行为调查”。使用一个项目评估感知学业成绩，并将其分为高分（好/非常好）和其余成绩（平均分/以下作为参考）。参与者报告每天在空闲时间看电视、玩电子游戏和使用电脑的时间。采用多水平逻辑回归估计关联。
共分析了 197439 名青少年（平均年龄 13.6[标准差 1.63]岁；51%为女孩）。多变量建模显示，男孩和女孩每天进行>2 小时的 ST 与表现较好呈负相关。报告每天看电视时间>4 小时（以≤1 小时作为参考）的青少年，其表现较好的可能性男孩降低 32%（比值比[OR]0.68；95%置信区间[CI]：0.65-0.71），女孩降低 39%（OR0.61；95%CI，0.58-0.65）。每天玩电子游戏>4 小时与表现较好相关，男孩的可能性降低 38%（OR0.62；95%CI，0.59-0.66），女孩的可能性降低 45%（OR0.55；95%CI，0.52-0.57）。这些估计值的性别差异不一。
无论是主动还是被动，高屏幕使用均与感知学业成绩较差相关，在女孩中的关联估计值略高于男孩，而在积极主动的屏幕使用与被动屏幕使用之间存在差异。减少任何类型的高屏幕使用量可能对学业成绩有益。
