数字设备使用的自主性与类型：基于维果茨基文化历史视角的一项研究
Voluntariness and type of digital device usage: A study in terms of Vygotsky's cultural-historical perspective.
作者信息
Shatskaya Arina, Gavrilova Margarita, Chichinina Elena
机构信息
Laboratory of Childhood Psychology and Digital Socialization, Psychological Institute of Russian Academy of Education, Moscow, Russia.
Department of Education Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia.
出版信息
Front Psychol. 2023 Mar 6;14:1111613. doi: 10.3389/fpsyg.2023.1111613. eCollection 2023.
INTRODUCTION
In recent years, exposure to digital devices during the development stages of a child has been steadily increasing. Exploring the relationship between children's digital device exposure and their voluntariness still shows quite contradictory results. Screen time is the most studied factor on this issue. The purpose of the present study was to suggest the type of digital device used is another factor in addition to screen time. In accordance with the research hypothesis, the use of digital devices as a psychological means is related to higher voluntariness scores.
METHODS
The study sample was recruited from Moscow kindergartens and schools: preschoolers aged 5-6 years ( = 408) and 6-7 years ( = 351) and schoolchildren aged 7-8 years ( = 253) and 9-10 years ( = 101). The study participants took part in a voluntariness assessment performed executive functions' (EF) evaluation as well as in a semi-structured interview to identify the type and frequency of digital device usage.
RESULTS
There are three findings of the present study, which are given as follows. First, the "frequency of digital device usage" predictor proved its statistical significance for verbal working memory, inhibition, and cognitive flexibility at 7-8 years, and for verbal working memory at 6-7 years. Second, the number of children who use digital devices as a psychological means increases as they grow older. Third, the number of children who use digital devices as a psychological means tends to demonstrate higher mean scores for any executive function skills at 6-7 and 9-10 years and for visual and verbal working memory at 7-8 years. Multiple regression models did not confirm the significance of the "type of digital devices usage" predictor for executive function skills considering the participants' individual characteristics.
DISCUSSION
"Type of digital devices usage" predictor is assumed to be more applicable to children at the end of primary school and older when exploring executive function skills in the context of children's digital device exposure.
引言
近年来，儿童在发育阶段接触数字设备的情况一直在稳步增加。探索儿童数字设备接触与他们的自主性之间的关系仍然显示出相当矛盾的结果。屏幕使用时间是这个问题上研究最多的因素。本研究的目的是表明所使用的数字设备类型是除屏幕使用时间之外的另一个因素。根据研究假设，将数字设备用作一种心理手段与更高的自主性得分相关。
方法
研究样本来自莫斯科的幼儿园和学校：5 - 6岁（n = 408）和6 - 7岁（n = 351）的学龄前儿童，以及7 - 8岁（n = 253）和9 - 10岁（n = 101）的学童。研究参与者参加了一项自主性评估以及执行功能（EF）评估，并参加了一次半结构化访谈，以确定数字设备使用的类型和频率。
结果
本研究有三个发现，如下所示。首先，“数字设备使用频率”预测指标在7 - 8岁时对言语工作记忆、抑制和认知灵活性，以及在6 - 7岁时对言语工作记忆证明了其统计学意义。其次，将数字设备用作心理手段的儿童数量随着年龄增长而增加。第三，将数字设备用作心理手段的儿童数量在6 - 7岁和9 - 10岁时，对于任何执行功能技能，以及在7 - 8岁时对于视觉和言语工作记忆，往往表现出更高的平均得分。考虑到参与者的个体特征，多元回归模型未证实“数字设备使用类型”预测指标对执行功能技能的重要性。
讨论
在探索儿童数字设备接触背景下的执行功能技能时，“数字设备使用类型”预测指标被认为更适用于小学高年级及以上的儿童。
Zotero 插件