Association between screen time and psychology behaviors of preschool children
10.16835/j.cnki.1000-9817.2020.01.017
- VernacularTitle:学龄前儿童视屏时间与心理行为的关联性
- Author:
PENG Lei, XU Geng, GONG Xiangjun, ZHU Ziqing, LIU Yang, JIANG Liu, GENG Menglong, WU Xiaoyan, TAO Fangbiao, CHU Ying
1
Author Information
1. Xuzhou Maternity and Child Health Care Family Planning Service Center, Xuzhou(221000),Jiangsu Province,China
- Publication Type:Journal Article
- Keywords:
Computer terminals;
Time;
Behavior;
Mental health;
Regression analysis;
Child,preschool
- From:
Chinese Journal of School Health
2020;41(1):62-65
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the correlation between screen time, exposure time to different screens and psychology behaviors of preschool children.
Methods:A total of 2 582 children from kindergartens in urban Xuzhou areas were recruited to perform the physical examination, a cluster sampling method being explored. Parent questionnaires were performed to understand the time of screens and children’s psychology behaviors. Multi-linear regression and Logistic regression models were also used to analyze the correlation between them in preschool children.
Results:The prevalence of abnormal internalization behavior of preschool children in Xuzhou City was 3.8%, the detection rate of abnormal externalization behavior was 22.4%, and the detection rate of prosocial behavior abnormality was 20.9%. The time spent by the preschool boys on TV time, learning day screen time and one-week video time is significantly higher than the girls (P<0.05). After adjusting for age and gender, the results of multiple linear regression analysis showed that the longer the average screen time, the more serious the problem of internalizing and externalizing problems; and the longer the average screen time of the weekend and the week, the worse the prosocial behavior of children (P<0.05). After correcting multiple covariates, it was found that the average screen time was positively correlated with children’s internal and external behavioral problems (P<0.05). Logistic regression analysis showed that after adjusting for age and gender, the average screen time of study day, weekend and week was a risk factor for preschool children’s internal and external behavior problems, and the average weekly screen time was a protective factor for prosocial behavior (P<0.05). After adjusting for multiple covariates, the learning day and the average weekly screen time were risk factors for children’s internal and external behavior (P<0.05). In addition, the results of association analysis between different types of video time exposure and psychological behavior showed that after adjusting for age and gender, all types of video exposures affected the internal and external behaviors of patients (P<0.05); after correcting multiple covariates The association was still statistically significant (P<0.05). Logistic regression analysis showed that after adjusting for age and gender, the exposure time of each type of video screen was a risk factor for children’s internal and external behavior problems (P<0.05). After correcting multiple covariates, all types of video exposure were internalized behavior problems. The risk factors, and the video time of other electronic products were risk factors for externalization behavior problems (P<0.05).
Conclusion:Average screen time has a significant positive correlation with psychological behavior, and the exposure time of screens such as TV and mobile phone could increase the incidence of psychological behaviors in preschool children.
