Youth Screen Time Research Articles

Long-term impact of digital media on brain development in children

Digital media (DM) takes an increasingly large part of children’s time, yet the long-term effect on brain development remains unclear. We investigated how individual effects of DM use (i.e., using social media, playing video games, or watching television/videos) on the development of the cortex (i.e., global cortical surface area), striatum, and cerebellum in children over 4 years, accounting for both socioeconomic status and genetic predisposition. We used a prospective, multicentre, longitudinal cohort of children from the Adolescent Brain and Cognitive Development Study, aged 9.9 years when entering the study, and who were followed for 4 years. Annually, children reported their DM usage through the Youth Screen Time Survey and underwent brain magnetic resonance imaging scans every 2 years. Quadratic-mixed effect modelling was used to investigate the relationship between individual DM usage and brain development. We found that individual DM usage did not alter the development of cortex or striatum volumes. However, high social media usage was associated with a statistically significant change in the developmental trajectory of cerebellum volumes, and the accumulated effect of high-vs-low social media users on cerebellum volumes over 4 years was only β = − 0.03, which was considered insignificant. Nevertheless, the developmental trend for heavy social media users was accelerated at later time points. This calls for further studies and longer follow-ups on the impact of social media on brain development.

Abstract P406: Screen Time and Behavioral Cardiovascular Health in Youth by Age: The Young Hearts Study

Background: Research suggests that screen time is associated with negative health outcomes, including cardiovascular health (CVH) factors (BP, lipids, glucose, BMI) but seldom include CVH behaviors (diet, physical activity, nicotine exposure, and sleep). Methods: Young Hearts is an observational study of CVH trajectories in youth aged 0-20. This analysis includes 1749 participants aged 6-18 with complete baseline surveys. Parents (for 6-17 year olds) and adolescents aged 12+ (for themselves) completed surveys on CVH behaviors, medical history, and social context. Participants (stratified by age groups: 6-9, 10-14, and 15-18) reported hours spent on screens during a typical weekday and weekend day, excluding schoolwork and video calls. For 12-17-year-olds, we calculated the average reported screen time. We calculated CVH using the 4 health behaviors in the AHA’s Life’s Essential 8. Each behavior was assigned a score of 0 to 100 and averaged to create the behavioral CVH score. Linear regression assessed the association between screen time (continuous) and CVH score, adjusting for age, sex, race, ethnicity, income, parental education, chronic disease, insurance type, and depressive symptoms. Results: The mean age of 1749 participants was 12, 47% were female, 46% non-Hispanic White, 26% Hispanic, 20% non-Hispanic Black, and 9% identified as other. For participants aged 10-14, a 1-hour screen time increase was associated with a -0.9 CVH score (95% CI -1.4, -0.4). Inverse associations between screen time and sleep score were observed among youth aged 10-14 and 15-18 (-1.4; 95% CI -2.6, -0.2). Screen time was inversely related to diet across age groups. Among children aged 6-9, screen time was positively associated with physical activity (1.2; 95% CI 0.2 - 2.1). The findings were consistent by race/ethnicity. Conclusion: Higher screen time was associated with less favorable CVH scores due to sleep and diet scores. Future research is needed to better understand the relationship between screen time and physical activity among youth.

The influence of screen time on behaviour and emotional problems among adolescents: A comparison study of the pre-, peak, and post-peak periods of COVID-19

The coronavirus disease 2019 (COVID-19) pandemic has brought drastic changes globally in the past three years, one of which is an increase in the use of digital media or electronic devices. Previous studies have shown that long screen time may stimulate the neurobiological system, resulting in various behavioural and emotional problems; however, there is insufficient population-based evidence. This study aimed to investigate the influence of screen time on behavioural and emotional problems in Indonesian adolescents at three time points: the pre-, peak, and post-peak periods of COVID-19. Data were collected using an online community mental health survey. This survey incorporated the Youth Screen Time Survey to gauge screen time and the adolescent version of the Strengths and Difficulties Questionnaire to assess emotional, conduct, and prosocial behaviour problems. The participants were adolescents in secondary and senior high schools, with 337, 423, and 1,096 participants from the pre-, peak-, and post-pandemic periods, respectively, included in the analysis. Daily average screen time was compared, followed by the calculation of odds ratios for screen time and mental health problems during the different periods. The results demonstrated significant differences in adolescents’ total daily average screen time between the different pandemic periods. Decreased screen time was associated with reduced emotional, conduct, and prosocial behaviour problems, especially during the peak period. Thus, psychoeducation on screen time in adolescents should be considered as a point of interest for mental well-being interventions.

Screen time in children and youth during the pandemic: A systematic review and meta-analysis

ObjectiveTo examine screen time (ST) before and during the pandemic and changes between the two time points in children and youth aged 0 to 21 years, and to identify moderating factors (mean age, male%, report type, geography, and study design). Study designA literature search of five databases was conducted. Studies written in English, reported ST in minutes or hours before and/or during the pandemic, and were published between January 2020-June 2022 were included. 109 studies were selected from the first screening of 4845 studies, and 91 studies that reported either ST during the pandemic (N = 91) or both ST before and during the pandemic (N = 51) were included in the final analyses. Random-effects meta-analyses were used to derive the mean STs across the studies. ResultsThe pre-pandemic ST mean was 2.67 ± 0.21 h/d, which was increased to 4.38 ± 0.20 h during the pandemic. Older children (p = 0.006) and boys (p = 0.005) spent more time on screens before the pandemic, but sex differences were no longer evident during the pandemic. In children under 5 years, the pre-pandemic ST mean was 1.91 h/d, which increased to 2.65 h/d during the pandemic, with 0.89 h/d changes. ConclusionsChildren and youth's ST exceeded pediatric guidelines before the pandemic, even in children under 5 years, but the current study found significant increases in ST during the pandemic across all ages. This study suggests that ST increases need to be understood in terms of contextual perspectives. Further, identifying vulnerable groups is important to establish practical guidelines and interventions.

Environmental Correlates of Physical Activity and Screen-Time in Youth with Autism Spectrum Disorder: A Seven-Country Observational Study.

This cross-sectional observational study sought to examine the environmental correlates of physical activity and screen-time among youth with autism spectrum disorder (ASD). Parents of youth with ASD (n = 1,165) from seven countries/regions provided responses to an online survey form measuring environmental correlates (i.e., physical activity neighborhood environment, social network, social trust and cohesion, bedroom media, social home environment) and outcomes (i.e., physical activity, screen-time). Multiple linear regression analyses were conducted to determine environmental predictors of the outcomes. Physical activity neighborhood environment (B = 0.15, p = 0.047), social network (B = 0.16, p = 0.02), and social home environment (B = 1.07, p < 0.001) were significantly associated with physical activity, whereas social trust and cohesion and bedroom media were not. Further, social trust and cohesion (B = -0.14, p = 0.001), bedroom media (B = 0.10, p = 0.001), and social home environment (B = -0.16, p < 0.001) were significantly associated with screen-time while neighborhood environment and social network were not. The identified environmental attributes of physical activity and screen-time behaviors should be targeted for health promotion among youth with ASD.

1.125 The Impact of Objectively Measured Screen Time on Youth Mental Health Outcomes

Previous research has consistently observed an association between screen time and poor mental health in youth. However, many studies have only used subjective self-report measures, which can be problematic due to recall biases and misestimation. Thus, more objective assessments are needed to better understand the impact of screen time on youth mental health. Recent advances in mobile sensing technology offer the unique opportunity to collect objective information continuously, in an unobtrusive manner.

Excessive screen time behaviors and cognitive difficulties among adolescents in the United States: Results from the 2017 and 2019 national youth risk behavior survey

BackgroundThe widespread use of digital media by young people has generated speculations that their excessive use may have deleterious cognitive effects. Previous studies examining the association between screen time and cognitive deficits in youth have yielded mixed conclusions. We study this association using a nationally representative sample of school going adolescents in the United States. MethodsWe queried data from the 2017 and 2019 Youth Risk Behavior Survey. An analytic sample of 17,076 adolescents was analyzed using binary logistic regression. Outcome variable was cognitive difficulties (difficulty in concentrating, remembering, or making decisions), and the explanatory variable was excessive screen-time behaviors. ResultsOf the 17,076 adolescents, about one in three (34.1%) had cognitive difficulties, and 45% of adolescents engaged in excessive screen-time behaviors on an average school day. After adjusting for covariates, the odds were 1.28 times higher for adolescents who engaged in excessive screen-time behaviors to report serious cognitive difficulties compared to adolescents who did not engage in excessive screen-time behaviors (AOR = 1.28, p < .001, 95% CI = 1.18–1.40). ConclusionStudy results support the association between excessive screen behaviors and cognitive difficulties in adolescence. Findings of this study are discussed with implications for practice and research.

Extended screen time and dry eye in youth

PurposeExtended screen time amongst youth is a pervasive global phenomenon, with wide-ranging implications for health and quality of life. Dry eye disease is increasingly reported as emerging in paediatric populations and is associated with modified blinking behaviour during extended screen time. This study sought to evaluate spontaneous blink rates, dry eye symptomology and screen use habits of young extended screen time users. MethodsAttendees of a gaming convention in Auckland, NZ, completed a self-directed iPad-based survey on personal screen use habits and ocular symptoms using the 5-item Dry Eye Questionnaire (DEQ-5) and the Symptom Assessment in Dry Eye (SANDE) questionnaire. Blink rate was covertly and concomitantly recorded using the front-facing iPad camera and quantified by automated software. A validated, self-assessment blink test was administered as a proxy for tear film stability measurements. ResultsA total of 456 respondents (mean age ± SD: 24 ± 10 years, range: 13 – 75, 38% female) reported an average weekly screen time of 43.7 ± 24.4 h. DEQ-5 and SANDE scores were 10 ± 3 and 34 ± 19; 90% of respondents qualified as symptomatic for dry eye disease (DEQ-5 ≥ 6). Blink test results suggested a tear film stability < 10 s in 24% of cases. Poorer symptomology correlated with increased screen use, elevated blink rates and reduced proxy tear film stability (r = 0.15 to 0.22, all p < 0.01). ConclusionExtended screen time in a young population was associated with blinking behaviour and symptomology consistent with patients with dry eye. Implementing routine clinical screening, educational interventions, and developing official guidance on safe screen use may help prevent an accelerated degradation of ocular surface health and quality of life in young people.

Disentangling individual, school, and neighborhood effects on screen time among adolescents and young adults in the United States

ObjectivesTo examine the association between individual, neighborhood, and school-level influences on individual screen time among adolescents and young adults (AYAs) in the National Longitudinal Study of Adolescent to Adult Health. MethodsWe classified screen time continuously as self-reported total hours per week of television, videos, and video/computer games at baseline and categorical as extended screen time (≥14 h per week). We fit cross-classified multilevel models (CCMM) to examine to examine the individual-, school- and neighborhood-level demographic and socioeconomic factors associated with screen time. Models were fit using MLwiN with Bayesian estimation procedures. ResultsAYAs reported an average of 22.8 (SD = 19.4) and 21.9 (SD = 20.3) hours of screen time, respectively. At the individual level, younger age, male sex, Black/multiracial race, receipt of public assistance, and lower parental education were associated with higher screen time. At the school level, being out of session (i.e., school and national holidays including summer), having a higher proportion of non-White students, and having a lower proportion of parents with a college education were associated with higher individual screen time. ConclusionsWe found that individual-level factors most influence youth screen time, with smaller contributions from school factors.

Discussing digital technology overuse in children and adolescents during the COVID-19 pandemic and beyond: On the importance of considering Affective Neuroscience Theory

IntroductionDuring the 2020 COVID-19 pandemic and associated lockdown/social distancing, many scientists pointed towards the problem of increased digital technology overuse in both children and adolescents. MethodsAlthough a review of the literature shows that digital technology overuse in youth represents an important topic to be studied itself (during the pandemic and afterwards), the present work also takes into account findings from Affective Neuroscience Theory (ANT). ResultsAn investigation of digital overuse while the COVID-19 pandemic (and beyond) against the background of ANT calls for a shift of perspective in research, at least as an important supplement to research efforts querying the actual nature of digital overuse. In the present work, we argue that it is high time to more comprehensively address why children spend too much time with screens and to also highlight the indirect media effects of screen time use (e.g. less mammalian rough and tumble PLAY time outside and elevated SADNESS due to parental neglect). ConclusionsIn sum, insights from ANT are put forward to guide research shedding light on detrimental aspects of too much screen time in youth.

Complete mental health status and associations with physical activity, screen time, and sleep in youth

ProblemMental well-being can be conceptualized as two intersecting continua: mental illness (presence/absence of psychopathology) and mental health (flourishing/languishing). Together, mental illness and mental health combine to form an individual's complete mental health status (CMHS). The purpose of this study was to examine if CMHS is associated with adherence to the guidelines for moderate-to-vigorous physical activity (MVPA; 60 min), sleep (8–10 h) and recreational screen time (ST; ≤2 h) represented in the Canadian 24-h Movement Guidelines for Children and Youth (“Guidelines”) in adolescents. MethodsThis study reports cross-sectional student-level data from Year 6 (2017–18) of the COMPASS study. Canadian secondary school students (grades 9–12) completed questionnaires assessing their movement behaviours, flourishing/languishing (F/L), and high/low depressive symptoms (+DS/-DS). Students were classified into one of four CMHS groups: F/-DS, F/+DS, L/-DS, L/+DS. Generalized linear models were used to compare adherence to the guidelines between groups. ResultsA total of 29,133 students (49.8% female, Mage = 15.3yrs) were included. For ST and sleep, youth classified as L/+DS were less likely to meet Guidelines than youth categorized as L/-DS, F/+DS, and F/-DS. For MVPA, youth categorized as L/+DS were less likely to meet Guidelines than youth categorized as F/-DS or F/+DS. Individuals classified as L/-DS were less likely to meet the MVPA guidelines compared to L/+DS (ps < .0001). ConclusionThis is the first study examining relationships between CMHS and Guideline adherence. CMHS was associated with both ST and sleep. Youth who self-report flourishing were more likely to achieve MVPA guidelines irrespective of depressive symptoms. Such findings reinforce the need for research considering both mental health and mental illness when examining associations with movement behaviours in youth.

The Relationship Between Screen Time and Sleep Duration in Children

Excess screen time (ST), low sleep duration (SLD), and physical inactivity, are risk factors for childhood obesity. Also, excess ST has been associated with poorer sleep quality and shorter SLD. The American Sleep Foundation recommends 9-11 hours of sleep per night for school aged children. PURPOSE: To determine the relationship between ST and SLD among children who participated in a school based nutrition and physical activity intervention. METHODS: Cross sectional analysis of 5th grade public school students (N =742, mean age 10.5 years, range 9-13 years). Participants self-reported their ST, SLD, and wake time. RESULTS: A Pearson correlation coefficient indicated a small but significant negative correlation between ST and SLD (r = -0.13, p < 0.01). A one-way ANOVA comparison between three groups categorized into “low”, “medium”, and “high” ST levels showed a significant difference in SLD between groups (F 2,739) = 6.82, p < 0.001). Post hoc comparisons using the Tukey HSD test indicated the mean SLD for the low ST group (M =10.17, SD =1.20) was significantly higher compared to the SLD in the high ST group (M = 9.77, SD =1.29), but the Cohen’s effect size value (d = 0.34) indicated a small difference in magnitude. CONCLUSIONS: The results suggest an inverse relationship between ST and SLD. The children categorized with low ST had significantly higher SLD versus children with high ST, though the mean hours of sleep for all groups met current recommendations. Intervention studies in youth should consider incorporating strategies to decrease ST in youth not only increase physical activity, but also to improve SLP duration. Funding Sources: -Blue Cross Blue Shield Foundation of Michigan; -Michigan State University Extension USDA Supplemental Nutrition Assistance Program; -Superior Health Foundation, Marquette MI.

Do school physical activity policies and programs have a role in decreasing multiple screen time behaviours among youth?

Screen time in youth has been associated with a wide range of poor health outcomes. Evidence indicates the need to develop physical activity (PA) school policies and programs that are aimed at decreasing youth screen time behaviours. This study aims to understand the association between PA policies and programs embedded into the functioning of 89 schools across two provinces in Canada and multiple screen time behaviours.As part of the COMPASS Study, a total of 44,861 youth aged between 13 and 18years and belonging to 89 schools in two Canadian provinces completed a validated questionnaire for health behaviours and outcomes data. PA policies and programs were measured using the School Policies and Practices Questionnaire, completed by the relevant school administrator. Participation in before-school, noon hour, or after-school intramural programs, participation in varsity sports, and access to indoor areas of PA during non-instructional time, was associated with significantly lower multiple screen time behaviours across both provinces. With exposure to multiple electronic and digital devices only predicted to increase among youth in the future, there is a need to conceptualize and integrate school-based screen time reducing PA policies and programs into the regular functioning of the schools.

Physical Activity of Mexican-Heritage Youth During the Summer and School-Year: The Role of Parenting Strategies.

Mexican-heritage youth living along the U.S.-Mexico border have higher rates of obesity than non-Hispanic Whites. Parenting strategies may influence youth physical activity (PA) and sedentary behaviors (SB) mitigating these obesity rates; however, parenting strategies have not been well examined in Hispanic cultures. Therefore, we examined relationships between parenting strategies and PA and SB of Mexican-heritage youth. Mother-child dyads (n = 121 dyads) were surveyed during the summer and school-year. Quantile regression estimated relationships between parenting strategies, and PA and SB. Summer. Reinforcement was negatively associated with moderate-to-vigorous PA (MVPA) among more active youth (β = -364.4); limit setting was negatively associated with SB among less sedentary youth (β = -23.3); and use of discipline was negatively associated with sedentary screen time in youth reporting less screen use (β = -3.2). School-year. Males reported more MVPA (773.9min/week) than females (738.7min/week). Reinforcement was positively associated with weekly MVPA among more active youth (β = 173.6), fewer sedentary minutes/week among all youth, and fewer sedentary screen time minutes among less sedentary youth (β = -6.4). Parenting strategies are related with PA and SB. Investigators should focus on identifying modifiable parenting strategies to address the various needs presented during summertime and school-year for Mexican-heritage youth.

Is increased screen time associated with the development of anxiety or depression in young people?

IntroductionEmerging evidence suggests that sedentary behaviour, specifically time spent taking part in screen-based activities, such as watching television, may be associated with mental health outcomes in young people [1]. However, recent reviews have found limited and conflicting evidence for both anxiety and depression [2].ObjectivesThe purpose of the study was to explore associations between screen time at age 16 years and anxiety and depression at 18.MethodsSubjects (n = 1958) were from the Avon Longitudinal Study of Parents and Children (ALSPAC), a UK-based prospective cohort study. We assessed associations between screen time (measured via questionnaire at 16 years) and anxiety and depression (measured in a clinic at 18 years using the Revised Clinical Interview Schedule) using ordinal logistic regression, before and after adjustment for covariates (including sex, maternal education, family social class, parental conflict, bullying and maternal depression).ResultsAfter adjusting for potential confounders, we found no evidence for an association between screen time and anxiety (OR = 1.02; 95% CI 0.95–1.09). There was weak evidence that greater screen time was associated with a small increased risk of depression (OR = 1.05, 95% CI 0.98–1.13).ConclusionsOur results suggest that young people who spend more time on screen-based activities may have a small increased risk of developing depression but not anxiety. Reducing youth screen time may lower the prevalence of depression. The study was limited by screen time being self-reported, a small sample size due to attrition and non-response, and the possibility of residual confounding. Reverse causation cannot be ruled out.Disclosure of interestThe authors have not supplied their declaration of competing interest.

The roles of general and technology-related parenting in managing youth screen time.

This study examines the associations of 2 types of parenting practices-general adaptive parenting and technology-related strategies-with youth screen time. We hypothesized that technology-related parenting focused on behavioral control would relate directly to screen time and serve to link general parenting to screen time. Participants were 615 parents drawn from 3 community samples of families with children across 3 development stages: young childhood (3-7 years; n = 210), middle childhood (8-12 years; n = 200), and adolescents (13-17 years; n = 205). Using structural equation modeling, we found that general adaptive parenting was not related to child screen time but was positively related to technology-related parenting strategies for all 3 samples. For the young and, to some extent, middle childhood samples, but not for the adolescent sample, general adaptive parenting was positively linked to youth screen time through technology-related parenting strategies. (PsycINFO Database Record

Nowhere to Go and Nothing to Do but Sit? Youth Screen Time and the Association With Access to Neighborhood Destinations

With not much to do in their neighborhood, youth may spend more time in the home engaged in screen-based activities. Screen time data from 2,790 youth in the Western Australian Health and Wellbeing Survey were linked to objectively measured count of types of neighborhood “services,” “convenience goods,” “public open space,” and “youth-related” destinations. On average, youth accrued 801 mean min/week screen time and had access to seven different types of neighborhood destinations. A larger number of different types of neighborhood “youth-related,” “service,” and “total” destinations were associated with less screen time (all p ≤ .05). A significant gender interaction was observed. Girls with access to ≥12 youth-related destinations had 109 fewer mean min/week screen time, compared with girls with 0 to 3 youth-related destinations. Providing alternatives to screen use by ensuring access to a variety of neighborhood places for structured and unstructured activities may be an important strategy for decreasing youth screen time.

Youth Screen Time and Behavioral Health Problems: The Role of Sleep Duration and Disturbances.

The purpose of this study was to examine the indirect effect of youth screen time (e.g., television, computers, smartphones, video games, and tablets) on behavioral health problems (i.e., internalizing, externalizing, and peer problems) through sleep duration and disturbances. The authors assessed a community sample of parents with a child in one of the following three developmental stages: young childhood (3-7 yrs; N = 209), middle childhood (8-12 yrs; N = 202), and adolescence (13-17 yrs; N = 210). Path analysis was used to test the hypothesized indirect effect model. Findings indicated that, regardless of the developmental stage of the youth, higher levels of youth screen time were associated with more sleep disturbances, which, in turn, were linked to higher levels of youth behavioral health problems. Children who have increased screen time are more likely to have poor sleep quality and problem behaviors.

Parental perceptions of technology and technology-focused parenting: Associations with youth screen time

In the present study we propose a model linking parental perceptions of technology to technology-related parenting strategies to youth screen time, and, finally, to internalizing and externalizing problem behaviors. Participants were 615 parents drawn from three community samples of families with children across three developmental stages: young childhood, middle childhood, and adolescence. The model was tested at each stage with the strongest support emerging in the young childhood sample. One component of parental perceptions of technology, perceived efficacy, was related to technology-related parenting strategies across developmental stages. However, the association of these strategies to child screen time and, in turn, problem behaviors, diminished as children increased in age. Implications for intervention are considered.

Parental perceptions of technology and technology-focused parenting: Associations with youth screen time

Parental perceptions of technology and technology-focused parenting: Associations with youth screen time