Parent Technology Use, Parent–Child Interaction, Child Screen Time, and Child Psychosocial Problems among Disadvantaged Families

Wong, Rosa S.; Tung, Keith T. S.; Rao, Nirmala; Leung, Cynthia; Hui, Anna N. N.; Tso, Winnie W. Y.; Fu, King‐Wa; Jiang, Fan; Zhao, Jin; Ip, Patrick

doi:10.1016/j.jpeds.2020.07.006

Cited by 47 publications

(35 citation statements)

References 36 publications

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“…Other factors that could explain disparities in problematic screen use are parent–child interactions, where lower socioeconomic status is associated with fewer parent–child interactions, assessed by the frequency of field trips and screen-free conversations. 42 Parents underestimate adolescents’ social media use. 43 Heavy parent screen use has been shown to predict child screen use and can lead to distracted parenting, also known as “technoference” or “technology interference.” 44 Technology interference may be influenced by parental education status, household income, and race/ethnicity.…”

Section: Discussionmentioning

confidence: 99%

Social epidemiology of early adolescent problematic screen use in the United States

et al. 2022

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Objective To determine sociodemographic correlates of problematic screen use (social media, video games, mobile phones) among a racially/ethnically and socioeconomically diverse population-based sample of 10–14-year-old early adolescents. Study design We analyzed cross-sectional data from the Adolescent Brain Cognitive Development Study (Year 2, 2018–2020; N = 8753). Multiple linear regression analyses were used to estimate associations between sociodemographic factors (age, sex, race/ethnicity, primary language, household income, parental education) and adolescent-reported problematic video game (Video Game Addiction Questionnaire), social media (Social Media Addiction Questionnaire), and mobile phone use (Mobile Phone Involvement Questionnaire). Results Boys reported higher problematic video game use while girls reported higher problematic social media and mobile phone use. Native American, black, and Latinx adolescents reported higher scores across all problematic screen measures compared to non-Latinx white adolescents. Having unmarried/unpartnered parents was associated with higher problematic social media use. Although higher household income was generally protective against problematic video game use, these associations were weaker for black than white adolescents (p for interaction <0.05). Conclusions Given the sociodemographic differences in problematic screen use, digital literacy education strategies can focus on at-risk populations, encourage targeted counseling by pediatricians, and adapt family media use plans for diverse backgrounds. Impact While sociodemographic differences in screen time are documented, we examined sociodemographic differences in problematic screen use in a large, diverse sample of early adolescents in the US. Boys reported higher problematic video game use while girls reported higher problematic social media and mobile phone use. Native American, black, and Latinx adolescents reported higher scores across all problematic screen measures compared to non-Latinx white adolescents. Although higher household income was generally protective against problematic video game use, these associations were weaker for black than white adolescents. Beyond time spent on screens, pediatricians, parents, and educators should be aware of sociodemographic differences in problematic screen use.

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Section: Discussionmentioning

confidence: 99%

Social epidemiology of early adolescent problematic screen use in the United States

et al. 2022

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“…The child’s average daily screen time was calculated by averaging the amount of time reported for weekends and weekdays using the weighted average formula ([2 × weekend + 5 × weekday]/7) and reported in hours (M = 2.25, SD = 1.84). This calculation method has been used in previous community studies 50 , 51 .…”

Section: Methodsmentioning

confidence: 99%

Early-life activities mediate the association between family socioeconomic status in early childhood and physical fitness in early adolescence

Wong

Tung

Chan

et al. 2022

Sci Rep

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The graded association between family socioeconomic status (SES) and physical fitness is evident, but little is known about the mechanism underlying this association. This study investigated the role of early-life activities as mediators of the longitudinal relationship between early-life SES and health-related physical fitness in 168 adolescents (51.2% boys; final mean age: 12.4 years old). In Wave 1 (2011–12), their parents completed questionnaires about family socioeconomic status (SES), parent–child activities, and child screen time. In Wave 2 (2014–15), participants’ physical activity levels were assessed through parent proxy-reports. In Wave 3 (2018–19), a direct assessment of handgrip strength, standing long-jump, and 6-min walk test (6MWT) performance was conducted. After controlling for demographic factors, results of mediation analyses revealed that (a) Wave 1 SES predicted Wave 3 long-jump and 6MWT performance; (b) child physical activity level in Wave 2 mediated the relation between Wave 1 SES and standing long-jump performance in Wave 3; and (c) recreational parent–child activities and child screen time in wave 1 mediated the relation between Wave 1 SES and 6MWT performance in Wave 3. Our findings suggest that the type and frequency of early-life activities play a role in the graded association between childhood SES and physical fitness in adolescence.

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“…One study found greater externalizing behaviour in children under the age of five years to be predicted by parents' self-reported technoference in the parent-child relationship (McDaniel & Radesky, 2018). Further, studies of underprivileged families have found a positive association between parental technology use and children's psychosocial difficulties (Wong et al, 2020), and maternal perception of the child as difficult (Radesky et al, 2018). The effect of technoference on parental responsivity and sensitivity has also been investigated by means of various designs over the recent years.…”

Section: Modern-day Parenting Challengesmentioning

confidence: 99%

Infant behavioural effects of smartphone interrupted parent‐infant interaction

Tidemann

Melinder

2022

British J of Dev Psycho

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Infants are vulnerable to changes in the dyadic synchrony with their caregivers, as demonstrated in numerous experiments employing the still‐face paradigm. The sudden lack of attunement causes infant stress reactions and the still‐face literature have suggested potential long‐term costs of this in terms of development of social, emotional and cognitive skills. Acknowledging the rapid technological development accompanied by altered practices in the parent‐infant interaction, the current study investigates infant behavioural reactions in a similar experimental paradigm, manipulating parental responsiveness and sensitivity in a slightly different manner. In the current study, the parent interrupts the ongoing interaction, simulating occupation with a smartphone, rather than making a ‘still‐face’. In a cross‐sectional design, infants of six, nine and twelve months display increased levels of protest behaviour in response to the interrupted interaction with their parent, together with lowered levels of positive engagement and social monitoring, suggesting similar behavioural responses as the still‐face effect. Implications for infant social and emotional development, as well as for mindful tech habits are discussed.

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Parent Technology Use, Parent–Child Interaction, Child Screen Time, and Child Psychosocial Problems among Disadvantaged Families

Cited by 47 publications

References 36 publications

Social epidemiology of early adolescent problematic screen use in the United States

Social epidemiology of early adolescent problematic screen use in the United States

Early-life activities mediate the association between family socioeconomic status in early childhood and physical fitness in early adolescence

Infant behavioural effects of smartphone interrupted parent‐infant interaction

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