The Effect of Screen Time and Positive School Factors in the Pathway to Child and Youth Mental Health Outcomes.

IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Research on Child and Adolescent Psychopathology Pub Date : 2024-10-10 DOI:10.1007/s10802-024-01252-3
Kimberley C Tsujimoto, Evdokia Anagnostou, Catherine S Birken, Alice Charach, Katherine Tombeau Cost, Elizabeth Kelley, Suneeta Monga, Rob Nicolson, Stelios Georgiades, Nicole Lee, Konstantin Osokin, Christie L Burton, Jennifer Crosbie, Daphne J Korczak
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Abstract

Beyond achievement, educational settings offer informal supports that may be critical for child and youth mental health. However, children's educational environments have experienced significant disruption with the coronavirus pandemic. School settings offer unique opportunities to support children's mental health, but research must identify powerful points of intervention. This study examined school factors (aspirations, perceived competence, sense of belonging, and emotional engagement) as predictors of children's mental health, and the potential consequences of increasing screen time in and outside of school. Participants (N = 707) were parents and their children (6-18 years) from community and clinical settings who completed prospective surveys about children's school experiences and mental health symptoms (November 2020-May 2022). Standardized measures of depression, anxiety, irritability, inattention, and hyperactivity were collected. Structural equation modelling tested longitudinal associations between screen time, school factors, and mental health outcomes. Positive associations between each of the school factors (B = 0.14 [SE = 0.04] to B = 0.43 [SE = 0.04]) suggested they may reinforce one another. Longitudinally, sense of belonging and emotional engagement at school predicted lower severity for symptoms of depression, anxiety, irritability, and inattention (B=-0.14 [SE = 0.07] to B =-0.33 [SE = 0.10]). Greater screen time was associated with lower aspirations and perceived competence (B = - 0.08 [SE = 0.04] to B = - 0.13 [SE = 0.06]). Results suggest that school factors beyond achievement may be key correlates of child and youth mental health. While curriculum expectations emphasize academic achievement, an investment in supporting positive attitudes and aspirations at school is also warranted.

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屏幕时间和积极的学校因素对儿童和青少年心理健康结果的影响。
除了成绩之外,教育环境还提供了非正式的支持,这可能对儿童和青少年的心理健康至关重要。然而,冠状病毒大流行对儿童的教育环境造成了严重破坏。学校环境为支持儿童心理健康提供了独特的机会,但研究必须确定强有力的干预点。本研究考察了作为儿童心理健康预测因素的学校因素(抱负、感知能力、归属感和情感投入),以及增加校内外屏幕时间的潜在后果。参与者(N = 707)是来自社区和临床环境的家长及其子女(6-18 岁),他们完成了有关儿童在校经历和心理健康症状的前瞻性调查(2020 年 11 月至 2022 年 5 月)。调查收集了关于抑郁、焦虑、易怒、注意力不集中和多动的标准化测量数据。结构方程模型检验了屏幕时间、学校因素和心理健康结果之间的纵向联系。每个学校因素之间的正相关(B = 0.14 [SE = 0.04] 到 B = 0.43 [SE = 0.04])表明它们可能会相互促进。纵向来看,学校的归属感和情感投入预示着抑郁、焦虑、易怒和注意力不集中症状的严重程度较低(B=-0.14 [SE = 0.07] 到 B =-0.33 [SE = 0.10])。更多的屏幕时间与较低的愿望和感知能力相关(B=- 0.08 [SE = 0.04] 到 B = - 0.13 [SE = 0.06])。研究结果表明,成绩以外的学校因素可能是影响儿童和青少年心理健康的关键因素。虽然对课程的期望强调学业成绩,但在支持学校的积极态度和愿望方面的投资也是值得的。
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来源期刊
Research on Child and Adolescent Psychopathology
Research on Child and Adolescent Psychopathology Psychology-Developmental and Educational Psychology
CiteScore
5.00
自引率
4.00%
发文量
107
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