Bidirectional associations between screen time and children's externalizing and internalizing behaviors
Neville RD, Neville RD, McArthur BA, Eirich R, Lakes KD, Madigan S
Journal of child psychology and psychiatry, and allied disciplines · 63 citations
How it was studied
- Design
- Cohort study (indexed by PubMed)
- Studied in
- People
- Main outcome
- Health markers and function
Who paid for it
- Funding
- Independent funding
- University or hospital
- Irish Research eLibrary
Based on 1 listed funder(s).
Publication
- Published
- 2021-05-04 · J Child Psychol Psychiatry · vol. 62 · issue 12 · pp. 1475–1484
- Publisher
- Wiley
- Cited
- 119 citations · more than 100% of similar papers · 32.1× the field average
- Impact
- Top 10% most cited in its field
- References
- 42 works
- Access
- Open access (hybrid journal) · CC-BY-NC-ND
- Research areas
- Child Development and Digital Technology · Impact of Technology on Adolescents · Literacy, Media, and Education
- Keywords
- screen time, children, externalizing problems, internalizing problems, bidirectional relationship, behavioral dysregulation, preschool children, child development, longitudinal trajectories
- MeSH
- humans, longitudinal studies, prospective studies, child, child, preschool, problem behavior, screen time, white people
5 authors
From IE, CA, US
- Ross D. Neville · correspondingUniversity College Dublin
- Brae Anne McArthurUniversity of Calgary; Alberta Children's Hospital Research Institute
- Rachel EirichUniversity of Calgary; Alberta Children's Hospital Research Institute
- Kimberley D. LakesUniversity of California, Riverside
- Sheri L. MadiganUniversity of Calgary; Alberta Children's Hospital Research Institute
Abstract
Background
While it has been purported that excessive screen time can lead to behavioral problems, it has also been suggested that children with behavioral dysregulation receive more access to screens to manage problematic behavior. In this study, both temporally stable and longitudinal associations between screen time and externalizing and internalizing behaviors across childhood are examined to directly address this issue of directionality.
Methods
Data are from a prospective cohort of 10,172 Irish children, collected between 2010 and 2018 when children were ages 3, 5, 7, and 9. Children's screen time (hours/day) and externalizing and internalizing behaviors (Strengths and Difficulties Questionnaire) were assessed via caregiver report. Random-intercepts cross-lagged panel models were used to estimate longitudinal bidirectional associations while controlling for temporally stable (i.e., 'time-invariant' or 'trait-like') differences between children.
Results
Temporally stable differences between children were observed for both screen time and behavior problems. Longitudinal trajectories for screen time lacked stability; however, and externalizing and internalizing behaviors stabilized increasingly during later childhood. Greater externalizing and internalizing behaviors at age 3 were directionally associated with increased screen time at age 5. Greater screen time at ages 3 and 5 was directionally associated with increased internalizing behaviors at ages 5 and 7, respectively. More screen time at age 7 was directionally associated with fewer internalizing behaviors at age 9. Screen time was not associated with later externalizing behaviors.
Conclusions
Bidirectional associations between screen time and internalizing behaviors were observed for preschoolers. Directional associations between screen time and internalizing difficulties were observed across childhood. These findings can inform screen use guidelines and family media planning at different ages and stages of development.
Abstract via Europe PMC. Copyright remains with the authors or publisher (CC BY-NC-ND).
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