Zhu Jingjing, McVarnock Alicia, Polakova Laura, Xiang Shuhui, Li Yan, Coplan Robert J
Shanghai Institute of Early Childhood Education, Shanghai Normal University, No. 100 Guilin Rd., Shanghai 200234, China.
Department of Psychology, Carleton University, 1125 Colonel by Drive, Ottawa, ON K1S 5B6, Canada.
Behav Sci (Basel). 2023 Sep 14;13(9):763. doi: 10.3390/bs13090763.
The primary aim of the present study was to examine the potential moderating role of screen time in the links between shyness and indices of socio-emotional adjustment in young Chinese children. Participants were = 211 children (112 boys, 99 girls) ages 43-66 months ( = 58.84 months, = 5.32) recruited from two public kindergartens in Shanghai, People's Republic of China. Mothers completed assessments of children's shyness and screen time, and both mothers and teachers completed measures of indices of children's socio-emotional functioning (prosocial, internalizing problems, learning problems). Among the results, shyness was positively associated with internalizing problems and negatively associated with prosocial behavior, whereas screen time was positively associated with internalizing problems. However, several significant shyness × screen time interaction effects were observed. The pattern of these results consistently revealed that at higher levels of screen time, links between shyness and indices of socio-emotional difficulties were exacerbated. Results are discussed in terms of the implications of shyness and screen time in early childhood.
本研究的主要目的是考察屏幕使用时间在中国幼儿害羞与社会情感适应指标之间的联系中可能起到的调节作用。研究参与者为来自中华人民共和国上海两所公办幼儿园的211名儿童（112名男孩，99名女孩），年龄在43至66个月之间（平均年龄 = 58.84个月，标准差 = 5.32）。母亲们完成了对孩子害羞程度和屏幕使用时间的评估，母亲和教师都完成了孩子社会情感功能指标（亲社会行为、内化问题、学习问题）的测量。研究结果显示，害羞与内化问题呈正相关，与亲社会行为呈负相关，而屏幕使用时间与内化问题呈正相关。然而，观察到了几个显著的害羞程度×屏幕使用时间的交互作用效应。这些结果模式一致表明，在屏幕使用时间较高的情况下，害羞与社会情感困难指标之间的联系会加剧。本文根据幼儿期害羞和屏幕使用时间的影响对研究结果进行了讨论。
