屏幕暴露时间与内容交互作用对学龄前儿童情绪和行为的影响

Interaction effects of screen time and content on emotional and behavioral problems in preschool children

摘要

目的 调查学龄前儿童屏幕暴露现况,分析暴露时间与内容的交互作用对情绪和行为的影响,为科学开展儿童屏幕暴露干预提供依据。方法 采取随机整群抽样法,于2024年7—9月采用自编的学龄前儿童健康调查表对广州市学龄前儿童屏幕暴露情况进行调查,采用父母版长处与困难问卷(SDQ)了解儿童情绪和行为问题发生情况,有效问卷共878份。采用多因素logistic回归模型分析屏幕暴露情况对儿童情绪和行为问题的影响,并进一步分析屏幕暴露时间和内容的交互作用及共对SDQ各因子的影响。结果 控制了混杂因素后,多因素logistic回归模型结果显示,与每天屏幕暴露时间＜1h的儿童相比,每天屏幕暴露时间≥2h的儿童困难总分、情绪症状、品行问题、多动注意不能异常的风险增高(OR=2.443、2.090、2.172、2.011,P<0.05)。相比较于电子产品学习的儿童,观看视频(动画片/短视频等)的儿童情绪症状、同伴交往问题和社会行为异常的风险升高(OR=2.433、1.534、2.341、2.341,P<0.05)。屏幕使用类型为观看视频(动画片/短视频等)和暴露时间≥1h/d对情绪症状和同伴交往问题的影响存在正向关联的交互作用。结论 广州市学龄前儿童屏幕暴露超标情况较为普遍。每天屏幕暴露时间超过2h是多个情绪行为问题因子异常的风险因素,而使用电子产品进行学习的相对风险较低。尤其需要关注的是,长时间(≥1h/d)观看动画片、短视频等娱乐性视频内容,可能对儿童的情绪稳定性和同伴交往能力产生协同放大的负面影响。

Abstract

Objective To investigate the current status of screen exposure among preschool children in Guangzhou and to examine the interaction between screen exposure duration and content type in relation to children′s emotional and behavioral problems, so as to provide evidence for targeted interventions. Methods Using a random cluster sampling method, a self-designed health survey questionnaire for preschool children was used to collect data on screen exposure among preschool children in Guangzhou from July to September 2024.Emotional and behavioral problems were assessed using the parent-reported Strengths and Difficulties Questionnaire (SDQ).A total of 878 valid questionnaires were included in the analysis.Multivariable logistic regression models were used to examine the associations of screen exposure with emotional and behavioral problems, as well as the interaction between screen exposure duration and content type on SDQ subscales. Results After adjustment for potential confounders, compared with children whose daily screen exposure was＜1h, those with daily screen exposure≥2h had an increased risk of abnormalities in the total difficulties(OR=2.443), emotional symptoms(OR=2.090), conduct problems(OR=2.172), and hyperactivity/inattention subscales(OR=2.011) (P＜0.05).Compared with children who used electronic devices mainly for learning purposes, those who primarily watched videos (e.g., cartoons or short videos) had an increased risk of abnormalities in the emotional symptoms(OR=2.433), peer problems(OR=1.534), and prosocial behavior subscales (OR=2.341) (P＜0.05).There was a positive interactive effect between watching videos (e.g., cartoons or short videos) and exposure time≥1h/d on the emotional symptoms and peer problems subscales. Conclusions Excessive screen exposure is prevalent among preschool children in Guangzhou.Daily screen exposure of more than 2 hours is associated with increased risks of abnormalities in multiple emotional and behavioral domains, whereas the use of electronic devices for learning is associated with lower risks.In particular, prolonged exposure (≥1 h/d) to entertainment-oriented video content, such as cartoons and short videos, may have a synergistically amplified adverse impact on children′s emotional stability and peer interaction.

关键词

学龄前儿童 / 屏幕暴露 / 屏幕时间 / 屏幕内容 / 情绪和行为问题 / 交互作用

Key words

preschool children / screen exposure / screen time / screen content / emotional and behavioral problems / interaction effects

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基金资助

广州市医药卫生科技项目(20181A011036;20251A011029)