Vasconcellos Roberta Pires, Sanders Taren, Lonsdale Chris, Parker Philip, Conigrave James, Tang Samantha, Del Pozo Cruz Borja, Biddle Stuart J H, Taylor Rachael, Innes-Hughes Christine, Salmela-Aro Katariina, Vasconcellos Diego, Wilhite Katrina, Tremaine Ella, Booker Bridget, Noetel Michael
Faculty of Education and Arts, Institute for Positive Psychology and Education, Australian Catholic University.
Centre for Alcohol Policy Research, La Trobe University.
Psychol Bull. 2025 May;151(5):513-543. doi: 10.1037/bul0000468.
Electronic screens are everywhere and are easily accessible to children. Parents report fears that screens cause socioemotional problems. But most research has been cross-sectional, making it difficult to establish causality. We reviewed the longitudinal evidence to answer two fundamental questions: Does screen use lead to socioemotional problems, and do socioemotional problems lead children to use screens more often? A total of 132 longitudinal studies met the inclusion criteria and were included in the systematic review. From these, 117 studies (292,739 children; 2,284 effects) were meta-analyzed. Small significant associations were found in both directions: Screen use led to socioemotional problems, b = 0.06, 95% confidence interval (CI) [0.02, 0.11], p ≤ 0.05, n = 200,018, K = 117, and socioemotional problems led to greater screen use (b = 0.06, 95% CI [0.01, 0.12], p = .01, n = 200,018, K = 117). Moderation analyses showed stronger effects in both directions when screens were used for gaming than for other purposes: Socioemotional problems led to more gaming behavior (b = 0.44, 95% CI [0.29, 0.60], n = 80,809, K = 31), and playing games led to later socioemotional problems (b = 0.32, 95% CI [0.23, 0.42], n = 80,809, K = 31). The reciprocal relationship between socioemotional problems and screen use was moderated by children's age, total screen time at baseline, and type of socioemotional problem (i.e., externalizing and internalizing behavior). Compared with prior cross-sectional studies, our temporal evidence reinforces the benefits of screen time guidelines but suggests a change in focus. Instead of merely emphasizing the reduction of screen time, guidelines should prioritize improving the quality of screen content and enhancing social interactions during screen use. Additionally, screen time guidelines should discourage high levels of the most high-risk behaviors like gaming. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
电子屏幕无处不在，孩子们很容易就能接触到。家长们表示担心屏幕会引发社会情感问题。但大多数研究都是横断面研究，因此很难确定因果关系。我们回顾了纵向研究证据，以回答两个基本问题：使用屏幕是否会导致社会情感问题，以及社会情感问题是否会导致孩子更频繁地使用屏幕？共有132项纵向研究符合纳入标准，并被纳入系统评价。其中，对117项研究（292,739名儿童；2,284个效应）进行了荟萃分析。在两个方向上都发现了小的显著关联：使用屏幕会导致社会情感问题，b = 0.06，95%置信区间（CI）[0.02, 0.11]，p ≤ 0.05，n = 200,018，K = 117；社会情感问题会导致更多地使用屏幕（b = 0.06，95% CI [0.01, 0.12]，p = 0.01，n = 200,018，K = 117）。调节分析表明，当屏幕用于游戏时，两个方向上的效应都比用于其他目的时更强：社会情感问题会导致更多的游戏行为（b = 0.44，95% CI [0.29, 0.60]，n = 80,809，K = 31），而玩游戏会导致后来出现社会情感问题（b = 0.32，95% CI [0.23, 0.42]，n = 80,809，K = 31）。社会情感问题与屏幕使用之间的相互关系受到儿童年龄、基线时的总屏幕时间以及社会情感问题类型（即外化和内化行为）的调节。与之前的横断面研究相比，我们的纵向证据强化了屏幕时间指导方针的益处，但也表明重点需要改变。指导方针不应仅仅强调减少屏幕时间，而应优先提高屏幕内容的质量，并在使用屏幕期间加强社交互动。此外，屏幕时间指导方针应劝阻诸如游戏等最高风险行为的高水平使用。（PsycInfo数据库记录（c）2025美国心理学会，保留所有权利）
