Effects Of Screen Time Research Articles

Effects of screen time on the social well-being of adolescents

Effects of screen time on the social well-being of adolescents

Screen time and sleep in children.

I continue to hear concerns from parents in my practice about the frequent use of light-emitting devices by their children. I have also found that many children suffer from sleep disturbances. What are the effects of screen time on sleep, and what are some best practices for sleep hygiene and screen use among children? Screen time is higher now than before the onset of the COVID-19 pandemic, and knowledge about the effects of screen time is evolving. Spending time in front of a screen may replace sleep time or sleep-promoting activities such as exercise, and the engaging content and social interactions on screens interfere with falling asleep. Evidence exists on the disruption of the circadian rhythm by light emitted by screens. Advice to families should include sleep hygiene activities as well as elimination of screen use at least 1 hour before sleep.

Effects of Screen Time on Emotional and Behavioral Functioning in Pediatric Cancer Survivors: The Potential Mediating Role of Sleep and Fatigue

Effects of Screen Time on Emotional and Behavioral Functioning in Pediatric Cancer Survivors: The Potential Mediating Role of Sleep and Fatigue

Effects of Screen Time and Phonemic Segmentation in School Going Children

Background: The rapid proliferation of digital devices has significantly altered children's exposure to screen time, raising questions about its impact on their cognitive and language development. Previous research has indicated both potential benefits and drawbacks of screen time, particularly concerning phonological awareness and language skills in young children. This study seeks to explore the relationship between screen time and phonemic segmentation abilities, a critical component of phonological awareness, in school-going children. Objective: The objective of this study was to investigate the association between the amount of screen time and phonemic segmentation abilities in children aged 4 to 7 years, accounting for variables such as age, gender, and parental education levels. Methods: Conducted at the Department of Speech and Language Pathology, PSRD College of Rehabilitation Sciences, Lahore, this study utilized a cross-sectional design with a sample size of 253 children from various schools. The inclusion criteria were children with normal speech and language development who had exposure to digital devices, excluding those with phonological disorders or developmental delays. The YOPP-Singer Test of Phonemic Segmentation was employed to assess phonemic awareness. Data analysis was performed using SPSS version 25, with ANOVA and Pearson Correlation tests to examine the relationship between screen time and phonemic awareness. Results: Among the participants, 56.1% were in kindergarten, with a gender distribution of 40.3% male and 59.7% female. Parental education varied, with 34.8% holding bachelor's degrees and 24.5% having M.Phil. qualifications. The majority of children (51.8%) reported 1 hour of screen time daily. The ANOVA test revealed no significant difference in phonemic segmentation abilities across different screen time durations (F=.526, p=.665). However, a Pearson Correlation analysis indicated a slight, non-significant positive correlation between screen time and phonemic segmentation abilities (r=.110, p=.080). Conclusion: The study suggests that the amount of screen time, within certain limits, is not significantly associated with phonemic segmentation abilities in children aged 4 to 7 years. These findings highlight the complexity of screen time's impact on language development, suggesting that factors beyond the duration of screen exposure, such as content quality and parental involvement, may play critical roles.

The effects of screen time on balance in adolescents

Objectives: This study aimed to investigate the effect of increased screen time during the coronavirus disease 2019 (COVID-19) pandemic on balance in children aged 14 to 18 years. Patients and Methods: A total of 30 participants (16 females, 14 males; mean age: 15.3±1.3 years; range, 14 to 18 years) were included in the prospective study between March 2020 and December 2021. Videonystagmography and computerized dynamic posturography were applied and the Pediatric Berg Balance Scale (PBS) and Visual Analog Scale (VAS) were assessed in all participants. The participants were divided into three groups according to screen time, with 10 in each group: 4-6 h (Group 1), 6-8 h (Group 2), and >8 h (Group 3) per day. Results: There was a significant difference between the three groups for somatosensory, visual, composite, VAS-imbalance scores (p≤0.05). While there was a significant difference for somatosensory and visual between Groups 1 and 3, there was a significant difference between all groups in composite scores (p≤0.05). There was a significant difference between the three groups for the vestibular score and PBS (p≤0.05). While there was a significant difference between Groups 1 and 3, as well as Groups 2 and 3 in vestibular scores, there was a significant difference between all groups in PBS scores (p≤0.05). Conclusion: The increase in the time spent in front of the screen may negatively affect balance functions of children and adolescents.

Effects of Screen Time on Children's Brain Development: A Scoping Review

Effects of Screen Time on Children's Brain Development: A Scoping Review

Leveraging the adolescent brain cognitive development study to advance and promote adolescent health: Introduction to the special issue.

The empirical reports in this special issue of Health Psychology showcase the work of a diverse array of accomplished early-stage investigators who are members of the Adolescent Brain Cognitive Development (ABCD) study consortium and who are drawn from the community of female and underrepresented scientists. Their studies focus primarily on youth assessed during preadolescence and early adolescence, and they are based on the ABCD data that were available to the scientific community at the time this special issue was being prepared (e.g., baseline, Years 1 and 2 assessments). They address a variety of questions about adolescent health behavior, such as the effects of screen time and caffeine on sleep; individual lifestyle, neighborhood, and environmental factors associated with physical health conditions and brain development; and the antecedents and consequences of prenatal and adolescent substance exposure. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Effects of Screen Time on Foreign Language Learning in College Students

In recent years, with the development of the Internet, the Internet provides us with endless resources, and the development of mobile communication technology makes college students use screen time in most of their lives. Many different network technologies, apps, etc., have a great impact on college students foreign language learning. How to use screen time to improve students foreign language learning ability and promote the development of education has become the focus of foreign language teaching. Through a questionnaire survey of 20 college students and a semi-structured interview, and through the analysis of the data, it is found that more college students tend to use mobile assisted learning (MALL) to learn English, but it also leads to more problems. From the perspective of college students, this paper discusses the impact of screen time on college students, as well as the opportunities and challenges brought by MALL to college students English learning.

Effects of Screen Time on Problematic Behavior in Children During the COVID-19 Pandemic in South Korea.

The coronavirus disease 2019 (COVID-19) pandemic has led to a decrease in face-to-face classes worldwide, affecting the mental health of children and their parents. The global pandemic has increased children's overall use of electronic media. This study analyzed the effect of children's screen time on problematic behaviors during the COVID-19 pandemic. A total of 186 parents from Suwon, South Korea, were recruited to participate in an online survey. The mean age of the children was 10.14 years old, and 44.1% were females. The questionnaire included questions on children's screen time, problematic behaviors, and parental stress. Children's behavioral problems were evaluated using the Behavior Problem Index, whereas the Parental Stress Scale was used to estimate parental stress. The mean smartphone usage frequency of the children was 5.35 days per week, and the mean smartphone screen time was 3.52 hours per day. Smartphone screen time (Z=4.49, p <0.001) and usage frequency (Z=2.75, p=0.006) were significantly correlated with children's behavioral problem scores. The indirect effect of parental stress on this relationship was also statistically significant (p=0.049, p=0.045, respectively). This study suggests that children's smartphone screen time has affected problematic behaviors during the COVID-19 pandemic. Furthermore, parental stress is related to the relationship between children's screen time and problematic behaviors.

Sedentary behavior, screen time and mental health of college students: a Meta-analysis

Objective: To evaluate the effects of sedentary behavior/screen time on mental health of college students by Meta-analysis based on the results of literature retrieval and provide theoretical basis for the improvement of college students' mental health. Methods: The original research literatures about sedentary behavior (including screen time) and college students' mental health published as of 14 July 2022 were retrieved from PubMed, Embase, Cochrane Library, CNKI, VIP and Wanfang data. Data were extracted from the included studies and scored by one author in accordance with the proposed programme, and quality score was reviewed by another author. The literature that met the inclusion criteria was systematically reviewed and Meta-analysis was carried out by software Stata 14.2 based on the data from the literatures. Results: A total of 36 studies met the inclusion criteria, including 35 observational studies and 1 interventional study. There are 4 papers about the effects of sedentary behavior and 9 papers about the effects of screening time on depression in college students and 4 papers about the effects of sedentary behavior/screening time on anxiety in college students were used for a Meta-analysis, and the other studies were also analyzed. The Meta-analysis on the effects of sedentary behavior on depression in college students showed that there was a significant positive correlation between higher level sedentary behavior and increased risk for depression (OR=1.07,95%CI:1.05-1.10). Subgroup analysis indicated that there was no significant correlation between higher level sedentary behavior and depression (OR=1.74, 95%CI:0.93-3.25) in the unadjusted confounding factor model, but there was significance positive correlation after adjusting confounding factors (OR=2.15, 95%CI:1.18-3.90). Meta-analysis on the effects of screen time on depression in college students showed that longer screen time were significantly positively correlated with higher depression level (OR=1.03, 95%CI: 1.02-1.05). The results of subgroup analysis showed that in both unadjusted confounding factor model and adjusted confounding factor model, longer screen time was significantly positively correlated with depression (OR=1.27, 95%CI: 1.13-1.42; OR=1.45, 95%CI: 1.18-1.79) , respectively. Meta-analysis on the effects of sedentary behavior on anxiety showed that longer screen time was significantly positively correlated with increased anxiety risk (OR=1.44, 95%CI: 1.31-1.58). The results of subgroup analysis showed that in both unadjusted confounding factor model and adjusted confounding factor model, there was a significant positive correlation between longer screen time and anxiety (OR=1.47, 95%CI: 1.31-1.65; OR=1.38, 95%CI:1.17-1.62). The analysis for the literatures which were not eligible for Meta-analysis found that sedentary behavior/screen time was significantly associated with stress and other mental health in college students. Conclusions: Sedentary behavior or screen time is significantly negatively correlated with college students' mental health, in particular, resulting in depression and anxiety. These effects might be be different between weekdays and weekend days.

Effect of screen time on behavior of pre-schoolers in Islamabad.

Early years of childhood form the basis of intelligence, personality, social behaviour, and capacity to learn and nurture oneself as an adult. Our objective was to find out the effects of screen time on behavior of pre-schoolers, which could provide scientific grounds to the control of digital screen time. A cross sectional survey was conducted in four private preschools of Islamabad from June -November 2021. A sample size of 200 children ages three-five years were selected through multistage random sampling using a parental questionnaire. Children were grouped based on daily screen time of ≤60 minutes or >60 minutes. Analysis was made based on the Child behavior checklist for ages eighteen months-five years results. Cronbach's alpha coefficient was found to be 0.925. It was analyzed using SPSS version 22. Chi-square test, independent sample t-test and multi linear regression were applied to determine the association and significance levels between the variables. Study results indicate increased screen time was statistically significant with child's age, education level and employment status of mothers. It was observed that pre-schoolers with screen time of > 60 minutes tend to suffer more from withdrawal syndrome (11.94±3.91, p = 0.014) sleep problems (10.97±3.20, p = 0.010) and Autism spectrum problems (17.66±5.89, p = 0.047) as compared to pre-schoolers with screen time ≤60 minutes. Strongest predictor of outcome variable was found to be mothers education level (ß = 21.53). Study findings revealed that excessive screen time has deleterious effect and is associated with behavioural problems of pre-schoolers.

Association between Different Domains of Sedentary Behavior and Health-Related Quality of Life in Adults: A Longitudinal Study.

Extended periods of time on screen devices and sitting are the main activities that characterize sedentary behavior (SB), which negatively impacts the quality of life. This negative influence was demonstrated mainly by cross-sectional studies performed in high-income countries in which the effects of screen time on health-related quality of life (HRQoL) is not considered. Thus, we analyzed the association between the different domains of SB (i.e., subdomains of screen time-television, computer, cellphone) and the HRQoL in adults that live in Brazil during two years of follow-up. The sample included 331 adults. Subdomains of screen time (i.e., watching television, using computers, and cellphones) and of HRQoL (i.e., physical functioning, role-physical, bodily pain, general health, vitality, social functioning, role-emotional, mental health, and current health perception) were assessed by a structured questionnaire and SF-36, respectively. Our results indicate a significant increase in screen time during the two years of follow-up. Linear regression models indicated that although domains of SB were differently associated with HRQoL, in general, screen time was negatively associated with social functioning and positively associated with physical functioning during locomotion and activities of daily living (ADL), role-physical (i.e., physical issues during work and ADLs), and role-emotional (i.e., emotional issues during work and ADLs) after the two-year follow-up. In conclusion, screen time may positively or negatively influence some domains of HRQoL in adults.

Factors Associated with Excessive Screen Time Usage among Preschool Children and Risk for Behavior Problems

Introduction: Children spend a significant amount of screen time despite recommendations by the relevant bodies. Increased screen time in young children has been linked to an increased risk for behaviour issues. This study aims to determine behaviour problems and factors associated with excessive screen time usage among preschool children. Methods: A cross-sectional study was conducted among the parents of children aged 18-60 months in local parenting Facebook groups. Parents responded to an online questionnaire and Preschool Pediatric Symptom Checklist (PPSC) was used to screen risk for behaviour problems. Results: Over two-thirds (77%) of children spent more than one hour of screen time daily. There were significant associations between more than 1 hour of screen time daily and age ≥ 2 years old (OR 1.045, 95% CI 1.021 to 1.070), lesser among females (OR 0.345, 95% CI 0.178 to 0.671) and without gadget ownership (OR 0.74, 95% CI 0.010 to 0.565). Most children had PPSC total scores of less than 9 (75.8%) and there were no significant associations between excessive daily screen time usage with risks for behaviour problems among preschoolers in our study (p= 0.324). Conclusion: We report factors associated with excessive screen time to be; the age of more than 2 years old, the male gender, and children with gadget ownership. We found no significant association with risk for behaviour problems. Longitudinal studies are recommended to investigate the causal relationship between the effects of screen time on children's behaviour.

Physical activity and sleep moderate the relationship between stress and screen time in college-aged adults

For undergraduate students, excessive screen time is associated with poorer mental health and greater perceived stress. Objective: The purpose of the present investigation was to determine the potential moderating influence of physical activity and sleep on the relationship between screen time and stress. Participants & Methods: A cross-sectional sample of 513 undergraduate students between Fall 2017 & Spring 2020 were given a questionnaire to assess perceived stress level, physical activity engagement, screen time, and sleep. Results: Stepwise hierarchical regression analyses identified that screen time, sleep, and the three-way interaction between screen time, sleep, and physical activity were associated with stress. Post-hoc decomposition revealed that higher levels of physical activity and sleep both mitigated the relationship between screen time and stress. Conclusions: Findings suggest that modifiable health behaviors such as physical activity and sleep may be important factors for managing the negative effects of screen time on stress in college-aged adults.

Effect of Screen Time on Behavior of Preschoolers in Islamabad: Descriptive Cross-sectional Study

Background The early years of childhood form the basis of intelligence, personality, social behavior, and the capacity to learn and nurture oneself as an adult. It is increasingly recognized that early and longer exposure to screens has adverse effects on the development of children. This research was significant in finding out the effects of screen time on the behavior of preschoolers, which could provide scientific grounds to the control of digital screen time. Objective We aimed to determine the effect of electronic exposure on the behavior, emotional development, and sleep quality of preschoolers and determine the average number of hours preschoolers spend with electronic devices in Islamabad. Methods A cross-sectional survey was conducted in 4 private preschools of Islamabad. A sample of 200 children aged 3 to 5 years was selected through multistage random sampling. The sociodemographic characteristics and screen time of the children were acquired by using parental questionnaires. Children were grouped based on a daily screen time of ≤60 minutes or &gt;60 minutes. An analysis was conducted based on the results of the Child Behavior Checklist for children aged 1.5 to 5 years. The Cronbach α coefficient was found to be .925. It was analyzed by using SPSS version 22 (IBM Corporation). A chi-square test, an independent sample t test, and multilinear regression were applied to determine the associations and significance levels between the variables. Results The study results indicate that increased screen time was found to be statistically significant with regard to a child’s age, their education level, and the employment status of mothers. It was observed that preschoolers with a screen time of &gt;60 minutes (mean 11.94, SD 3.91; P=.01) tend to more commonly experience withdrawn syndrome than those with a screen time of ≤60 minutes (mean 10.72, SD 3.01). Similarly, sleep problems were also more commonly observed in preschoolers with a screen time of &gt;60 minutes (mean 10.97, SD 3.20; P=.01) when compared to those with a screen time ≤60 minutes (mean 9.90, SD 2.59). It was also observed that increased screen time had an association with autism spectrum problems among preschoolers with a screen time of &gt;60 minutes (mean 17.66, SD 5.89; P=.047) when compared to those among preschoolers with a screen time of ≤60 minutes (mean 16.17, SD 4.58). The strongest predictor of the outcome variable was found to be mothers’ education level (ß=21.53). Conclusions The findings reveal that excessive screen time is a deleterious factor associated with the behavioral problems of preschoolers. Parents must also think about their child’s screen time. This requires parents’ active engagement and constant attention, so that the development and growth of their children are not affected adversely.

Examining the relationship between screen time and achievement motivation in an adolescent population

During these times of unprecedented technological advancement, digital screens and devices have become synonymous with 21st-century life. However, such prevalence comes at a price. Research has shown a multitude of mental and physical health problems linked to excessive screen time. Although the effects of screen time have been extensively studied, one area at the core of mental health among adolescents has had limited examination: motivation, which is the drive to reach personal goals or to improve oneself. The purpose of this project was to identify the association between screen habits and achievement orientation, specifically in the prolific screen-using population of adolescents, by surveying students attending a large, suburban high school in Oregon. The survey contained three sections: one involving the Ray-Lynn Achievement Orientation scale to measure motivation; another asking participants about screen habits (time spent, devices used, and activities completed); and a third asking demographics questions. In total, 217 responses were collected. Using linear multiple regression, both average screen time—excluding work/school-related tasks—and entertainment-oriented screen time were found to be associated with lower achievement orientation. Average smartphone, television, and social media time were found to be smaller predictors of lower achievement motivation. Additionally, the results showed that all significant screen habits had negative associations with achievement motivation for adolescents. Sexual orientation was found to be a significant covariate in the models. Sources of error include the small sample size and the lack of equal grade-level representation. Further research could include experimentally manipulating participants’ screen time to evaluate a causal relationship.

Screen Time Effect on Insomnia, Depression, or Anxiety Symptoms and Physical Activity of School Students During COVID-19 Lockdown in Lebanon: A Cross Sectional Study

Background and Objective Our aim is to investigate the impact of COVID-19 on screen time among Lebanese high school students (grades 9–12).Methods An anonymous online questionnaire was distributed among 510 school students from different governorates in Lebanon; this included questions regarding screen time, food habits, and physical activity. Psychological symptoms were assessed using the Generalized Anxiety Disorder-7 items and Patient Health Questionnaire-9 items. Effects of screen time on sleep was evaluated using the Insomnia Severity Index and Bedtime Procrastination Scale.Results Female students reported higher depression (p = 0.018) and anxiety (p = 0.023) than male students; however, there was no difference in their sleep. Insomnia, depression, and anxiety were highest among phone users. A screen time of more than 7 hours per day was significantly associated with higher depression (67.9%), anxiety (61.6%), insomnia (82.1%), and bedtime procrastination. It also indicated a shift toward a less healthy diet and light exercise.Conclusions Seven hours of screen was found to develop depression and anxiety, exercising less, eating a less healthy diet, and experiencing disturbed sleep among school adolescents.

Effects of Screen Time and Season on Cardiovascular System Indicators in Primary Schoolchildren

Indicators of the cardiovascular system, including heart rate (HR) and blood pressure (BP) variability parameters, were analyzed in primary school students with different computer screen times. The study included 4084 students of grades 1–4 (age 7–12 years) from 66 Moscow schools. The screen time at school and out of school was assessed by teachers, based on the national Sanitary Rules and Regulations: 0, no screen time; 1, screen time matching hygienic standards; 2, screen time at least twice greater than recommended. Physiological examinations were carried out by spiroarteriocardiorhythmography with a face mask, the conditions corresponding to the functional stress test (mild hypercapnia/hypoxia). Testing took place in spring and autumn (independent samples). Statistical data processing was performed using nonparametric criteria. It was revealed that the introduction of computer technologies in school lessons within the limits of hygienic standards was accompanied by an increase, within the normal range, of systolic BP in girls at the end of grade 2 and 4 and in boys at the beginning and end of grade 4. Screen time at least twice higher than the hygienic standard did not have an additional effect on BP, but provoked shifts in the function of autonomic regulation. Boys were more sensitive to the influence of this environmental factor. Their pattern of seasonal variability in total power (TP) of the HR variability spectrum was reversed compared to that of children who did not use computers at school; i.e., higher TP values were observed in spring. In grade 4, the process was accompanied by an increase in spontaneous arterial baroreflex sensitivity and a decrease in the relative power of the LF range in the variability spectrum of systolic BP. The changes were assumed to reflect the adaptive response to changes in educational environment.

The effects of screen time and social media on depressed feelings and suicidal thoughts among undergraduates

Beginning around 2011, there have been increases in mental health issues among teens and young adults. A possible reason for this rise has been the growth of social media through electronic communication; therefore, this study examined social media usage and suicide among undergraduates. An online survey was developed and after Institutional Review Board approval, was completed by 506 undergraduates (67.9% female, 32.1% male) at 23 southeastern and midwestern higher education institutions. Among these undergraduates, it was found that 24% thought about suicide in the past year and 4.2% had actually attempted to kill themselves. Those who considered killing themselves in the past year were significantly more likely to feel the need to compare themselves to others when browsing social media (p&lt;.0001), felt their life was worse than others based on what they saw on social media (p&lt;.0001), and had feelings of sadness or suicidal thoughts after browsing social media (p&lt;.0001) compared to those who had not thought of suicide. Undergraduates who had attempted suicide in the past year were more likely to feel their self-image was negatively affected by interaction with social media websites (p&lt;.05) and also had feelings of sadness or suicidal thoughts after browsing social media (p&lt;.05) compared to those who had not attempted suicide. Females were more likely than males to report negative effects of browsing social media (p&lt;.001). These significant associations between suicidal thoughts and social media usage should be studied further to better devise health education and advocacy campaigns among this population.

Parenting and Child Behaviour Barriers to Managing Screen Time With Young Children

The impact of excessive screen use on child health and development is now a public health concern, and research efforts are focused on finding ways to moderate screen use. To date, the focus has mainly been on school-aged children and adolescents, and the early childhood context has been comparatively neglected. Moreover, relationships between factors likely to influence screen use by young children (e.g., child behaviour, parenting style and self-efficacy) remain largely unexplored. Our study aimed to test relationships between parenting style, parents’ self-efficacy, parental distress, child behaviour, and young children’s screen time. We used a cross-sectional study design. Parents (N = 106) of young children (aged 0–4 years) living in Australia completed an online survey which assessed parent-reported child screen use, screen time-related child behaviour problems, parents’ self-efficacy for managing child behaviour and screen time, parents’ beliefs about the positive/negative effects of screen time, parenting style, general child adjustment and parent efficacy, and parent distress. Correlation coefficients revealed relationships between dysfunctional parenting styles, screen time-related child behaviour problems, and parent self-efficacy for dealing with these behaviours. Using hierarchical multiple regression models, children’s screen time behaviour problems explained the greatest variance in parents’ self-efficacy for managing screen time, and parents’ self-efficacy for managing child screen time explained the greatest variance in parent-reported child screen time. Further research is needed to disentangle these relationships; however, preliminary results suggest that child behaviour difficulties and parents’ self-efficacy warrant further investigation as potentially useful targets for interventions aiming to improve screen use in early childhood.