学龄前儿童视屏时间与心理行为的关联性

探讨学龄前儿童视屏时间以及不同类型视屏暴露(电视、手机、其余电子产品)与心理行为的关联,为促进儿童心理健康发展提供参考.方法 采取随机整群抽样方法,选取徐州市城区10所幼儿园的2 582名在园儿童进行体检,并填写家长问卷,了解视屏时间及儿童心理行为问题,分析平均视屏时间以及不同类型视屏(电视、手机、其余电子产品)暴露时间与学龄前儿童心理行为的关联.结果 徐州市城区学龄前儿童内化行为、外化行为、亲社会行为异常检出率分别为3.8%,22.4%,20.9%.男童电视视屏时间、学习日平均视屏时间、一周平均视屏时间均高于女童,差异均有统计学意义(P值均<0.05).Logistic回归分析显示,校正年龄、性别后,学习日、周末、一周平均视屏时间与学龄前儿童内、外化行为问题呈正相关,而一周平均视屏时间与亲社会行为呈正相关(P值均<0.05);校正多个协变量后,学习日和一周平均视屏时间与儿童内、外化行为呈正相关(P值均<0.05).多重线性回归分析显示,校正年龄、性别后,各类型视屏时间暴露均影响儿童的内、外化性行为(P值均<0.05);校正多个协变量后,关联仍具有统计学意义(P值均<0.05).Logistic回归分析显示,校正年龄、性别后,各类型视屏暴露时间与儿童内、外化行为问题呈正相关(P值均<0.05);校正多个协变量后,各类型视屏暴露与内化行为问题呈正相关,且其余电子产品视屏时间与外化行为问题呈正相关(P值均<0.05).结论 平均视屏时间与儿童心理行为呈正相关,电视、手机等不同类型视屏暴露时间会增加儿童心理行为的发生率.

Association between screen time and psychology behaviors of preschool children

Objective To explore the correlation between screen time,exposure time to different screens and psychology behaviors of preschool children.Methods A total of 2582 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 oneweek 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.