Bi-directional Associations Between Screen Time and Children’s Internalizing and Externalizing Behaviors

• In Event: Poster Session 03
  In Poster Session: PS 03 Topic - Technology, Media & Child Development

Abstract

Background: While it has been purported that excessive screen time is associated with behavioral difficulties, it has also been suggested that children with behavioral dysregulation receive access to screens to manage problematic behavior. The current study uses random-intercepts cross-lagged panel models (RI-CLPM) to examine the longitudinal bi-directional associations between children’s screen time and internalizing and externalizing behaviors.

Methods: Data are from a prospective cohort of 10172 Irish children, collected between December 2010 and February 2018 when children were ages 3, 5, 7 and 9. Children’s screen time (hours/day) and internalizing and externalizing behaviors (Strengths and Difficulties Questionnaire) were assessed via caregiver report and data were analyzed using RI-CLPM.

Results: Greater externalizing (sr2, 0.04; 95% CI, 0.01 to 0.07) and internalizing (sr2, 0.04; 95% CI, 0.003 to 0.07) behaviors at age 3 were associated with a moderate-sized increase in screen time at age 5. As for the obverse associations, greater screen time at ages 3 and 5 was associated with moderate-sized increases in internalizing behaviors at ages 5 (sr2, 0.07; 95% CI, 0.04 to 0.10) and 7 (sr2, 0.04; 95% CI, 0.004 to 0.07), respectively. Finally, greater screen time at age 7 was associated with a small decrease in internalizing behaviors at age 9 (sr2, -0.02; 95% CI, -0.04 to 0.003). Screen time was not significantly associated with later externalizing behaviors at any point across the study

Conclusions: Results point to a bi-directional association between screen time and internalizing difficulties in the preschool period, as well as directional associations between screen time and internalizing difficulties across the entirety of childhood. These clinically relevant findings can inform prevention efforts, as well as the refinement of children’s screen use guidelines for different ages and stages of development

Authors

• Rachel Eirich, University of Calgary (U of C)
  Presenting Author

• Ross Neville, University College Dublin
  Non-Presenting Author

• Brae Anne McArthur, University of Calgary (U of C)
  Non-Presenting Author

• Kimberley Lakes, University of Californa, Riverside
  Non-Presenting Author

• Sheri Madigan, University of Calgary (U of C)
  Non-Presenting Author