Total Screen Time Research Articles

Patterns of parent screen use, child screen time, and child socio-emotional problems at 5 years.

Digital media screens have become an essential part of our family life. However, we have insufficient knowledge about parental screen use patterns and how these affect children's socio-emotional development. In total, 867 Canadian parents of 5-year-old children from the TARGet Kids! Cohort (73.1% mothers, mean ± SD age=38.88 ± 4.45 years) participated in this study from 2014 to the end of 2019. Parents reported parental and child time on television (TV) and handheld devices and completed the Strengths and Difficulties Questionnaire (SDQ). Latent profile analysis identified six latent profiles of parent screen use: low handheld users (P1, reference; n=323), more TV than handheld (P2; n=261), equal TV and handheld (P3; n=177), more handheld than TV (P4; n=57), high TV and handheld (P5; n=38), and extremely high TV and handheld (P6; n=11). Parents that were more likely to belong to P6 were also more likely to be living in single-parent households compared to P1 (estimate=-1.49 ± 0.70), p=.03). High membership probability for P2 (estimate=-0.67 ± 0.32, p=.04) and P4 (estimate=-1.42 ± 0.40, p < 0.001) was associated with lower household income compared to P1. Children of parents with higher P4 (χ2 =12.32, p < 0.001) or P5 (χ2 =9.54, p=.002) membership probability had higher total screen time compared to P1. Finally, a higher likelihood to belong to P6 (χ2 =6.82, p=.009) was associated with a higher SDQ Total Difficulties Score compared to P1. Thus, patterns of parent screen use were associated with child screen use and child socio-emotional problems. The emerging link between parental screen use profiles and child behaviors suggests the need for more research on parent screen time.

Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot study

BackgroundThe primary objective of this study was to explore the feasibility of a virtual study protocol for a future longitudinal study, including recruitment, study measures, and procedures. The secondary objective was to examine preliminary hypotheses of associations, including 1) the correlations between total duration and patterns of screen time and cognitive development, and 2) the differences in quality of parent–child interactions for two screen-based tasks and a storybook reading task.MethodsParticipants included 44 children aged 3 years and their parents from Edmonton, Alberta and surrounding areas. Children’s screen time patterns (i.e., type, device, content, context) were parental-reported using a 2-week online daily diary design. Children’s cognitive development (i.e., working memory, inhibitory control, self-control, and language) was measured virtually through a recorded Zoom session. Parent–child interactions during three separate tasks (i.e., video, electronic game, and storybook reading) were also measured virtually through a separate recorded Zoom session (n = 42). The quality of the interactions was determined by the Parent–Child Interaction System (PARCHISY). Descriptive statistics, Intra-class correlations (ICC), Spearman’s Rho correlations, and a one-way repeated measures ANOVA with a post-hoc Bonferroni test were conducted.ResultsAll virtual protocol procedures ran smoothly. Most (70%) participants were recruited from four 1-week directly targeted Facebook ads. High completion rates and high inter-rater reliability in a random sample (Diary: 95% for 13/14 days; Cognitive development: 98% 3/4 tests, ICC > 0.93; Parent–child interactions: 100% for 3 tasks, Weighted Kappa ≥ 0.84) were observed for measures. Across cognitive development outcomes, medium effect sizes were observed for five correlations, with positive correlations observed with certain content (i.e., educational screen time) and negative associations observed for total screen time and certain types (show/movie/video viewing) and contexts (i.e., co-use). Medium and large effect sizes were observed for the differences in parent–child interaction quality between the three tasks.ConclusionsThe virtual study protocol appeared feasible. Preliminary findings suggest it may be important to go beyond total duration and consider type, content, and context when examining the association between screen time and cognitive development. A future longitudinal study using this virtual protocol will be conducted with a larger and more generalizable sample.

Screen time and suicidal behaviors among U.S. children 9–11 years old: A prospective cohort study

Suicide is a leading cause of death among adolescents. Emerging literature has described relationships between excessive screen time and suicidal behaviors, though findings have been mixed. The objective of this study is to determine the prospective associations between screen time and suicidal behaviors two-years later in a national (U.S.) cohort of 9–11-year-old-children. We analyzed prospective cohort data from the Adolescent Brain Cognitive Development (ABCD) Study (N = 11,633). Logistic regression analyses were estimated to determine the associations between baseline self-reported screen time (exposure) and suicidal behaviors (outcome) based on the Kiddie Schedule for Affective Disorders and Schizophrenia (KSADS-5) at two-year-follow-up. Participants reported an average of 4.0 h of total screen time per day at baseline. At two-year-follow-up, 1.38% of the sample reported at least one suicidal behavior. Each additional hour of total screen time was prospectively associated with 1.09 higher odds of suicidal behaviors at 2-year-follow-up (95% CI 1.03–1.14), after adjusting for covariates. For specific screen time modalities, each additional hour of texting (aOR 1.36, 95% CI 1.06–1.74), video chatting (aOR 1.30, 95% CI 1.03–1.65), watching videos (aOR 1.21, 95% CI 1.04–1.39), and playing video games (aOR 1.18, 95% CI 1.01–1.38) was associated with higher odds of subsequent suicidal behaviors. Higher screen time is associated with higher odds of reporting suicidal behaviors at two-year-follow-up. Future research should seek to identify how specific screen time experiences may influence suicidal behaviors.

Association Between Screen Time of Mobile Devices and TV and School Readiness in Preschool Children: A Cross-Sectional Study

ABSTRACT We aimed to investigate the relationship between screen time and school readiness. A total of 80 ppreschool children were included. Parents were interviewed about their children’s daily screen time. The Metropolitan Readiness Test was utilized. Results showed that the school readiness of those with a total screen time of 3 hours or less was significantly higher. TV time was inversely associated with reading readiness (B=− 2.30,p < .001), whereas mobile device time was inversely associated with both reading (B = −0.96,p = .04) and numbers readiness (B = −0.98,p = .02). This study point to the importance of supervising children’s screen use, and of awareness of parents and professionals.

Trends in Screen Time Use Among Children During the COVID-19 Pandemic, July 2019 Through August 2021

The COVID-19 pandemic led to widespread lockdowns and school closures that may have affected screen time among children. Although restrictions were strongest early in the pandemic, it is unclear how screen time changed as the pandemic progressed. To evaluate change in children's screen time from before the pandemic to during the pandemic, from July 2019 through August 2021. This is a longitudinal cohort study with repeated measures of screen time collected before the pandemic and during 2 pandemic periods. Children aged 4 to 12 years and their parent were enrolled in 3 pediatric cohorts across 3 states in the US participating in the Environmental Influences of Child Health Outcomes (ECHO) Program. Data analysis was performed from November 2021 to July 2022. COVID-19 pandemic period: prepandemic (July 2019 to March 2020), pandemic period 1 (December 2020 to April 2021), and pandemic period 2 (May 2021 to August 2021). The primary outcomes were total, educational (not including remote school), and recreational screen time assessed via the ECHO Child Media Use questionnaire. Linear mixed-effects models were used for screen time adjusted for child's age, number of siblings, sex, race, ethnicity, and maternal education. The cohort included 228 children (prepandemic mean [SD] age, 7.0 [2.7] years; 100 female [43.9%]) with screen time measured during the prepandemic period and at least once during the pandemic period. Prepandemic mean (SD) total screen time was 4.4 (3.9) hours per day and increased 1.75 hours per day (95% CI, 1.18-2.31 hours per day) in the first pandemic period and 1.11 hours per day (95% CI, 0.49-1.72 hours per day) in the second pandemic period, in adjusted models. Prepandemic mean (SD) recreational screen time was 4.0 (3.5) hours per day and increased 0.89 hours per day (95% CI, 0.39-1.39 hours per day) in the first pandemic period and 0.70 hours per day (95% CI, 0.16-1.25 hours per day) in the second pandemic period. Prepandemic mean (SD) educational screen time was 0.5 (1.2) hours per day (median [IQR], 0.0 [0.0-0.4] hours per day) and increased 0.93 hours per day (95% CI, 0.67-1.19 hours per day) in the first pandemic period and 0.46 hours per day (95% CI, 0.18-0.74 hours per day) in the second pandemic period. These findings suggest that screen time among children increased during the COVID-19 pandemic and remained elevated even after many public health precautions were lifted. The long-term association of increased screen time during the COVID-19 pandemic with children's health needs to be determined.

Screen time, social media use, and weight-change behaviors: Results from an international sample of adolescents

This study aimed to investigate whether screen time and social media use are associated with weight-change behaviors among an international sample of adolescents. Cross-sectional data from the 2020 International Food Policy Study Youth Survey (ages 10–17; Australia, Canada, Chile, Mexico, United Kingdom, United States; N = 12,031) were analyzed. Self-reported hours of use of five forms of screen time (e.g., social media use), and total screen time per weekday were assessed. Use of six contemporary social media platforms (e.g., Facebook, Instagram) were also assessed. Weight-change behaviors included current attempts to gain weight, lose weight, stay the same weight, and not do anything to change weight, as well as dieting to lose weight in the past 12 months. Greater total screen time per weekday was associated with attempts to gain weight and lose weight, and dieting to lose weight. Specific social media platform use was associated with weight-change behaviors. For example, use of Twitter was most strongly associated with attempts to gain weight, lose weight, and dieting to lose weight. Findings underscore the international pervasiveness of screen time and social media use correlating with weight-change behaviors among adolescents. Global efforts are needed to ensure the appropriate use of screens and social media among adolescents.

The Impact of Distance Learning and COVID-19 Lockdown on Students' Physical Activity and Musculoskeletal Health.

During the past two years, in most institutions worldwide, educational activities were remodeled for remote delivery, due to the COVID-19 pandemic. The purpose of this study is to assess the effects of two-year distance learning on the physical activity and musculoskeletal health of university students. This was a national, cross-sectional study using data collected via an online questionnairedistributed through university communication platforms, which included questions on online education routines, musculoskeletal health, and physical activity of university students. In total, 1,366 students (65% female, 35% male) from 11 universities took part in the survey. The most common sites of reported pain were the neck (59.5%), shoulders (22.8%), back (29%), and low back (66.7%). Musculoskeletal pain significantly increased during the lockdown, according to the visual analog scale (VAS) for pain(before: 2.7 ± 1.6; during: 5.5 ± 2.2, p<0.001). Everyday pain was referred by significantly more students during the lockdown (4.5% vs 36.1 %, p<0.001), while the percentage of asymptomatic students was significantly decreased (40.5% vs 6.1%, p<0.001). Concerning physical activity, the percentage of students who did not exercise significantly increased during the lockdown (15.1% vs 23.2%, p<0.001). Distance learning and total screen time were positively correlated with VAS for pain scores. On the contrary, an increased frequency of ergonomic position, walking intervals, and physical activity was associated with significantly decreased VAS for pain scores. Distance learning and limited physical activity led to a significant increase in musculoskeletal pain in university students, while exercise and ergonomic body position were considered protective factors. Interventions to encourage physical activity and healthy studying habits should be developed by universities, since distance learning may be again necessary for the future.

Associations between Media Use and Executive Dysfunction among Preschool Children in Bangkok, Thailand

AbstractThis study aims to describe the relation between media use characteristics and executive dysfunction in Thai preschoolers. Secondary data were retrieved from a cross-sectional study to compare two Thai executive functions (EFs) assessment forms. Questionnaire data from 110 caregivers of preschool children were analyzed. The research materials included a sociodemographic information form, parenting style and dimensions questionnaire, a 1-week screen time diary, and the behavior rating inventory of executive function-preschool version (BRIEF-P). Findings showed a 23.6% prevalence of executive dysfunction among Thai preschool children. Children's media use characteristics associated with global executive dysfunction included less co-viewing time with caregivers. Shorter co-viewing time was linked to a deficiency of inhibition, emotional control, and planning and organization. Meanwhile, extended viewing of low-quality content was associated with impaired working memory. However, total screen time and setting screen time limits were not associated with executive dysfunction. Co-viewing with caregivers and limiting exposure to low-quality content must be promoted to minimize the adverse effects on EF development.

Lifestyle Risk Factors for Overweight/Obesity in Spanish Children.

Childhood obesity is one of the main public health concerns in Europe. The aim was to identify possible risk factors associated with overweight/obesity in Spanish preschool and school-age children. The sample (1075 (50.7% girls) children aged 3 to 12) is part of the project 'Alimentando el Cambio' whose objective is to promote healthy lifestyles in schools. Child height and weight were measured, and parents filled out questionnaires related to the children's lifestyle. There was a positive and significant association between sweetened beverage consumption and body mass index (BMI) z-score in both sexes and age groups. There was a negative and significant association between BMI z-score and dairy products in girls of both age groups. There was also a protective effect of regular nut consumption on overweight/obesity in girls 6-12 y. Night-time sleep during weekdays showed a negative association with BMI z-score for older boys and girls. A positive and significant association was found between total screen time and BMI z-score during weekdays. Regarding emotional well-being and self-esteem, having girls 6-12 y laughing and feeling happy and good about themselves in the last week was a protective factor against overweight/obesity. Childhood obesity prevention efforts may benefit from targeting these key risk factors.

Screen Time and Obsessive-Compulsive Disorder Among Children 9–10 Years Old: A Prospective Cohort Study

PurposeThe aim of this study is to determine the prospective associations between baseline screen time and obsessive-compulsive disorder (OCD) at 2-year follow-up in a national (United States) cohort of 9- to 10-year-old children. MethodsWe analyzed prospective cohort data from the Adolescent Brain Cognitive Development study (n = 9,208). Logistic regression analyses were used to determine the associations between baseline self-reported screen time (exposure) and OCD, based on the Kiddie Schedule for Affective Disorders and Schizophrenia (outcome), at 2-year-follow-up, adjusting for race/ethnicity, sex, household income, parent education, family history of psychopathology, and study site, excluding participants with baseline OCD. ResultsThe sample was 48.9% female and racially and ethnically diverse (43.5% non-White). Each additional hour of total screen time was prospectively associated with 1.05 higher odds of OCD at 2-year follow-up (95% confidence interval [CI] 1.01–1.09). For specific screen time modalities, each additional hour of playing video games (adjusted odds ratio 1.15, 95% CI 1.03–1.28) and watching videos (adjusted odds ratio 1.11, 95% CI 1.01–1.23) was associated with a subsequent OCD diagnosis. ConclusionVideo games and watching videos are prospectively associated with new-onset OCD in early adolescents. Future research should examine mechanisms linking these specific screen modalities to OCD development to inform future prevention and intervention efforts.

The COVID-19 pandemic: Electronic media use and health among US College students

Objective: To explore differences before and during the COVID-19 pandemic in electronic media use (i.e. TV watching, social media use, screen time), health (i.e. physical, behavioral, social, mental), and the relationship between them among college students. Participants: Nine hundred sixty-five United States college students with 367 participating before and 598 during the pandemic (after March 2020). Methods: Using a multiple cross-sectional design, participants completed an online self-report questionnaire and biometric data was gathered in-person for the Pre-COVID group. Results: During the pandemic, time spent watching TV and social media was 14% higher and total screen time was 30% higher (d = .39). Health variations were mixed with both adverse and beneficial differences. Most correlations between electronic media use and health variables were lower in strength during the pandemic. Conclusions: Differences between electronic media use and health before and during the pandemic suggest potential mixed effects of the pandemic on college student media use and health.

School-Aged Children’s Physical Activity during the COVID-19 pandemic: results of the Russian part of the international study in 9 European countries

AIM: Assessment of the School-Aged Childrens Physical Activity (PA) in the Russian Federation before and during the COVID-19 pandemic and its compliance with the WHO recommendations.&#x0D; METHODS: This was a multi-national cross-sectional study. More than 24,000 children aged 618 years from nine European countries (Hungary, Spain, Portugal, Russian Federation, Poland, Italy, Slovenia, Germany, and Denmark) participated in the online survey. In the Russian Federation, the online survey was conducted from 28th January to 10th February 2021. The questionnaire was completed by 13,392 children or their parents from 64 Russian regions. In total, 11,763 respondents were included in the study, i.e., 50.8% boys (n=5985) and 49.2% girls (n=5778), 72% urban residents, and 28% rural residents. The mean age (MSD) was 11.242.93 years.&#x0D; The questionnaire contained five sections questions about the socio-demographic data; physical activity, play, or sedentary behavior in the last seven days; comparison of the child's PA at the moment with PA during the first wave of COVID-19; comparison of the child's PA at the moment with the PA before the COVID-19 pandemic; compliance with WHO global recommendations on PA and sedentary lifestyle; questions about the socio-demographic background of the parent/guardian. Survey data were obtained via online platforms. Meeting the WHO Global Guidelines was defined as 60-minute MVPA per day for a week; total screen time of fewer than 2 hours per day. Data were presented as absolute values and percentages. Chi-Square (2) test was used to compare percentages to identify significant differences. A p-value of 0.05 indicated statistical significance.&#x0D; RESULTS: Outcomes of this online survey revealed that only a small percentage of children followed the PA guidelines. Therefore, the proportion of children following the WHO recommendations was only 7.5%. An increase in screen time on weekdays during the pandemic was observed in 21.9% of the participants, and on weekends 20.3%.&#x0D; CONCLUSION: These results should be used to develop and implement targeted measures to prevent low levels FA among school-age children.

Environmental opportunities facilitating cognitive development in preschoolers: development of a multicriteria index.

Access to environmental opportunities can favor children's learning and cognitive development. The objectives is to construct an index that synthesizes environmental learning opportunities for preschoolers considering the home environment and verify whether the index can predict preschoolers' cognitive development. A quantitative, cross-sectional, exploratory study was conducted with 51 preschoolers using a multi-attribute utility theory (MAUT). The criteria used for drawing up the index were supported by the literature and subdivided in Group A "Resources from the house" extracted from HOME Inventory including: (1) to have three or more puzzles; (2) have at least ten children's books; (3) be encouraged to learn the alphabet; (4) take the family out at least every 2 weeks. Group B "Screens" (5) caution with using television; (6) total screen time in day/minutes. Group C "Parental Schooling" (7) maternal and paternal education. Pearson correlation analyses and univariate linear regression were performed to verify the relationship between the established index with cognitive test results. The index correlated with the total score of the mini-mental state exam (MMC) and verbal fluency test (VF) in the category of total word production and word production without errors. Multicriteria index explained 18% of the VF (total word production), 19% of the VF (total production of words without errors) and 17% of the MMC. The present multicriteria index has potential application as it synthesizes the preschooler's environmental learning opportunities and predicts domains of child cognitive development.

Assessment of Changes in Child and Adolescent Screen Time During the COVID-19 Pandemic

To limit the spread of COVID-19, numerous restrictions were imposed on youths, including school closures, isolation requirements, social distancing, and cancelation of extracurricular activities, which independently or collectively may have shifted screen time patterns. To estimate changes in the duration, content, and context of screen time of children and adolescents by comparing estimates taken before the pandemic with those taken during the pandemic and to determine when and for whom screen time has increased the most. Electronic databases were searched between January 1, 2020, and March 5, 2022, including MEDLINE, Embase, PsycINFO, and the Cochrane Central Register of Controlled Trials. A total of 2474 nonduplicate records were retrieved. Study inclusion criteria were reported changes in the duration (minutes per day) of screen time before and during the pandemic; children, adolescents, and young adults (≤18 years); longitudinal or retrospective estimates; peer reviewed; and published in English. A total of 136 articles underwent full-text review. Data were analyzed from April 6, 2022, to May 5, 2022, with a random-effects meta-analysis. Change in daily screen time comparing estimates taken before vs during the COVID-19 pandemic. The meta-analysis included 46 studies (146 effect sizes; 29 017 children; 57% male; and mean [SD] age, 9 [4.1] years) revealed that, from a baseline prepandemic value of 162 min/d (2.7 h/d), during the pandemic there was an increase in screen time of 84 min/d (1.4 h/d), representing a 52% increase. Increases were particularly marked for individuals aged 12 to 18 years (k [number of sample estimates] = 26; 110 min/d) and for device type (handheld devices [k = 20; 44 min/d] and personal computers [k = 13; 46 min/d]). Moderator analyses showed that increases were possibly larger in retrospective (k = 36; 116 min/d) vs longitudinal (k = 51; 65 min/d) studies. Mean increases were observed in samples examining both recreational screen time alone (k = 54; 84 min/d) and total daily screen time combining recreational and educational use (k = 33; 68 min/d). The COVID-19 pandemic has led to considerable disruptions in the lives and routines of children, adolescents, and families, which is likely associated with increased levels of screen time. Findings suggest that when interacting with children and caregivers, practitioners should place a critical focus on promoting healthy device habits, which can include moderating daily use; choosing age-appropriate programs; promoting device-free time, sleep, and physical activity; and encouraging children to use screens as a creative outlet or a means to meaningfully connect with others.

Social Epidemiology of Early Adolescent Cyberbullying in the United States.

To determine the prevalence and sociodemographic correlates of cyberbullying victimization and perpetration among a racially, ethnically and socioeconomically diverse population-based sample of 11-12-year-old early adolescents. We analyzed cross-sectional data from the Adolescent Brain Cognitive Development (ABCD) Study (Year 2; N=9429). Multiple logistic regression analyses were used to estimate associations between sociodemographic factors (sex, race/ethnicity, sexual orientation, country of birth, household income, parental education) and adolescent-reported cyberbullying victimization and perpetration. In the overall sample, lifetime prevalence of cyberbullying victimization was 9.6%, with 65.8% occurring in the past 12 months, while lifetime prevalence of cyberbullying perpetration was 1.1%, with 59.8% occurring in the past 12 months. Boys reported higher odds of cyberbullying perpetration (AOR 1.71, 95% CI 1.01-2.92) but lower odds of cyberbullying victimization (AOR 0.80, 95% CI 0.68-0.94) than girls. Sexual minorities reported 2.83 higher odds of cyberbullying victimization (95% CI 1.69-4.75) than nonsexual minorities. Lower household income was associated with 1.64 (95% CI 1.34-2.00) higher odds of cyberbullying victimization than higher household income, however household income was not associated with cyberbullying perpetration. Total screen time, particularly on the internet and social media, was associated with both cyberbullying victimization and perpetration. Nearly one in 10 early adolescents reported cyberbullying victimization. Pediatricians, parents, teachers, and online platforms can provide education to support victims and prevent perpetration for early adolescents at the highest risk of cyberbullying.

Smartphone use and daily cognitive failures: A critical examination using a daily diary approach with objective smartphone measures.

While smartphones have brought many benefits and conveniences to users, there is continuing debate regarding their potential negative consequences on everyday cognition such as daily cognitive failures. A few cross-sectional studies have found positive associations between smartphone use and cognitive failures. However, several research gaps remain, such as the use of cross-sectional designs, confounds related to stable individual differences, the lack of validity in self-report measures of smartphone use, memory biases in retrospective self-reports, and the lack of differentiation between smartphone checking and smartphone screen time. To simultaneously address the aforementioned shortcomings, the current study examined the within-person associations between various objective indicators of smartphone use and daily cognitive failures using a 7-day daily diary study. Multilevel modelling revealed that smartphone checking, but not total smartphone screen time, predicted a greater occurrence of daily cognitive failures at the within-person level. Surprisingly, we also found negative within-person associations between smartphone screen time for social- and tools-related applications and daily cognitive failures, suggesting that some types of smartphone use may temporarily benefit one's cognitive functioning. This finding demonstrates the importance of studying the specific functions of smartphone use and their differential cognitive consequences, as well as highlights the complex relations between smartphone use and cognition.

Associations Of Wrist-measured Physical Activity With Self-reported Moderate-to-vigorous Physical Activity And Sedentary Behavior: NHANES 2011-2014

It remains unknown what individuals are attempting to convey, in terms of wrist-measured objectively monitored physical activity (PA), when self-reporting their leisure-time moderate-to-vigorous PA (MVPA) and sedentary behavior (LTSB). PURPOSE: To examine wrist-measured objectively monitored PA across groupings of self-reported leisure-time MVPA and LTSB in US adults (≥ 18 yrs). METHODS: A secondary analysis of data from the 2011-2012 and 2013-2014 National Health and Nutrition Examination Survey (NHANES) was performed. Weekly frequencies and average daily durations for self-reported moderate and vigorous activities were used to derive weekly MVPA. Self-reported MVPA was then dichotomized into two groups based upon compliance to PA guidelines (< 150 vs. ≥ 150 min/week). Screen time was quantified from questions about daily TV and computer usage. An LTSB variable was then created by dichotomizing total daily screen time at its median (< 3 vs. ≥ 3 hr/day). Participants also completed a 7-day objective wrist-worn accelerometer PA assessment. Mean daily PA was quantified in monitor independent movement summary (MIMS) units. Participants (n = 8,949) who provided complete questionnaire responses and ≥ 4 valid days accelerometer data (≥ 10 hr/day) were retained for analyses. Mean wrist-measured objectively monitored PA was modelled as a function of self-reported MVPA and LTSB using complex samples regression. RESULTS: Participants reporting compliance to PA guidelines accumulated significantly more wrist-measured PA (13,722 ± 96.3 MIMS/day) than those not compliant to current guidelines (13,004 ± 83.2 MIMS/day; p < 0.001). Participants reporting <3 hr/day LTSB were significantly more active (14,063 ± 96.1 MIMS/day) than those accumulating ≥3 hr/day (12,664 ± 61.7 MIMS/day, p < 0.001). Cross-classification of self-reported MVPA status and LTSB indicated those achieving PA guidelines and accumulating <3 hr/day LTSB were the most physically active grouping (14,279 ± 122.7 MIMS/day), while those not achieving PA guidelines and accumulating ≥3 hr/day of LTSB were the least active grouping (12,161 ± 74.9 MIMS/day; p < 0.001) CONCLUSION: Consistent with results from previous waist-measured PA studies, wrist-measured PA significantly varied across self-reported leisure-time MVPA and LTSB levels.

Contemporary screen time modalities and disruptive behavior disorders in children: a prospective cohort study.

Cross-sectional studies have demonstrated associations between screen time and disruptive behavior disorders (conduct disorder and oppositional defiant disorder); however, prospective associations remain unknown. This study's objective was to determine the prospective associations of contemporary screen time modalities with conduct and oppositional defiant disorder in a national cohort of 9-11-year-old children. We analyzed data from the Adolescent Brain Cognitive Development (ABCD) Study (N = 11,875). Modified Poisson regression analyses were conducted to estimate the associations between baseline child-reported screen time (total and by modality) and parent-reported conduct or oppositional defiant disorder based on the Kiddie Schedule for Affective Disorders and Schizophrenia (KSADS-5) at 1-year follow-up, adjusting for potential confounders. Participants reported an average of 4 hr of total screen time per day at baseline. Each hour of total screen time per day was prospectively associated with a 7% higher prevalence of conduct disorder (95% CI 1.03-1.11) and a 5% higher prevalence of oppositional defiant disorder (95% CI 1.03-1.08) at 1-year follow-up. Each hour of social media per day was associated with a 62% higher prevalence of conduct disorder (95% CI 1.39-1.87). Each hour of video chat (prevalence ratio [PR] 1.21, 95% CI 1.06-1.37), texting (PR 1.19, 95% CI 1.07-1.33), television/movies (PR 1.17, 95% CI 1.10-1.25), and video games (PR 1.14, 95% CI 1.07-1.21) per day was associated with a higher prevalence of the oppositional defiant disorder. When examining thresholds, exposure to >4 hr of total screen time per day was associated with a higher prevalence of conduct disorder (69%) and oppositional defiant disorder (46%). Higher screen time was prospectively associated with a higher prevalence of new-onset disruptive behavior disorders. The strongest association was between social media and conduct disorder, indicating that future research and interventions may focus on social media platforms to prevent conduct disorder.

Association between Recreational Screen Time and Sleep Quality among Adolescents during the Third Wave of the COVID-19 Pandemic in Canada.

The study objective was to verify whether recreational screen time was associated with sleep quality among adolescents during the third wave of the COVID-19 pandemic in Canada. Data collection took place in four high schools in the region of Chaudière-Appalaches (Quebec, Canada) from the end of April to mid-May 2021. Recreational screen time and sleep quality were measured using the French versions of validated questionnaires specifically designed for adolescents. A total of 258 adolescents (14–18 years; 66.3% girls) answered the online survey. Adolescent boys had a higher total mean recreational screen time (454.3 ± 197.5 vs. 300.5 ± 129.3 min/day, p < 0.0001) and a higher total mean sleep quality score (4.2 ± 0.9 vs. 3.9 ± 0.8, p = 0.0364) compared to girls. Recreational screen time (β = −0.0012, p = 0.0005) and frequency of concurrent screen use (sometimes: β = −0.3141, p = 0.0269; often: β = −0.4147, p = 0.0048; almost always or always: β = −0.6155, p = 0.0002) were negatively associated with sleep quality while being a boy (β = 0.4276, p = 0.0004) was positively associated with sleep quality and age (p = 0.6321) was not. This model explained 16% of the variance in adolescents’ sleep quality. Public health interventions during and after the COVID-19 pandemic should target recreational screen time, concurrent screen use and especially girls to possibly improve sleep quality and promote adolescents’ physical and mental health.

Pre-bedtime activities and light-emitting screen use in university students and their relationships with self-reported sleep duration and quality

In a three-day field study among 61 university students, we collected data on self-reported light-emitting screen activities (watching TV/series and using social media) and other behaviours (physical activity and food intake) during the 2 hours before bedtime and examined interrelations with self-reported sleep duration and quality. Students spent on average 19 minutes on screens using social media and 29 minutes watching TV/series before going to bed. Linear mixed model analyses revealed that a 10-minute increase in pre-bedtime social media use was associated with a significant decrease in sleep duration of 7 minutes, while 10 extra minutes of watching TV/series tended to increase sleep duration by 3 minutes. Physical activity and food intake before bedtime, and total screen time in bed were not significantly related to sleep duration. Subjective sleep quality was not significantly correlated with any of the investigated pre-sleep activities. In line with previous research, these findings suggest that the influence of pre-bedtime light-emitting screen use on sleep duration might be (partly) attributable to differences in screen activities. Discriminating between various types of screen activities is important when researching and developing recommendations for pre-bedtime behavioural strategies that are supportive for sleep, (school) performance and health.