摘要
目的探讨学龄前儿童屏幕时间与亲子关系及社会能力和行为问题的关系。方法采用儿童屏幕时间调查问卷、亲子关系自评量表、幼儿社会能力与行为评定简表(SCBE-30)对达州市866名3～6岁儿童进行抽样调查,运用单因素及多项Logistic回归方法进行统计分析。结果被调查的学龄前儿童每天看电视者占99.31%,每天玩手机者占81.87%,每天用电脑者占68.36%。平时屏幕时间平均为1.75h/d,≥2h/d占16.05%;周末屏幕时间平均为2.32h/d,≥2h/d占46.57%。单因素分析显示,男孩、留守儿童、独生子女、母亲务农或农民工或家庭主妇,每天屏幕时间更长(P<0.05);屏幕时间长会明显影响儿童的社会能力、行为问题(P<0.05);儿童每天和父母相处时间越长亲子关系得分越高(P<0.05);屏幕内容会影响亲子关系和焦虑退缩行为(P<0.05)。儿童屏幕时间与社会能力及行为问题、亲子关系、接触屏幕方式等多项回归分析显示,屏幕时间与社会能力、亲子关系(家长及儿童问卷)得分有负效应关系(β=-1.115、-1.728、-1.909,P<0.05),与愤怒攻击和焦虑退缩行为得分、独自接触屏幕有正效应关系(β=0.982、1.474、0.877,P<0.05)。结论学龄前儿童屏幕时间与亲子关系及社会能力和行为问题有关,父母的陪伴有利于学前儿童亲子关系的发展。
Objective To explore the relationships between the screen time with parent-child relations as well as social ability and behavioral problem in preschool children.Methods A total of 866 children aged 3-6 years old in Dazhou City conducted the sampling survey by adopting the children screen time questionnaire,parent-child relationship self-rating scale and young children′s social ability and behavior assessment scale（SCBE-30）.The single factor analysis and multinomial Logistic regression method were used to conduct the statistical analysis.Results The surveyed preschool children watching TV every day accounted for 99.31%,those playing mobile phones every day accounted for 81.87%and those using computer accounted for 68.36%s.The average daily screen time at ordinary time was 1.75 h/d,those≥2 h/d accounted for 16.05%;the average screen time at the weekend was 2.32 h/d,those≥2 h/d accounted for 46.57%.The univariate analysis showed that the screen time in boy,left behind children,only child,mothers engaging in agriculture of peasant-worker or housewife was longer（P〈0.05）;the screen time affected the social ability and behavior problems of children（P〈0.05）.The longer the time children spent with their parents every day,the higher the parent-child relationship score（P〈0.05）;the screen content affected the parent-child relationship and anxiety withdrawal behavior（P〈0.05）.The polynormial regression analysis between the children′s screen time with social ability,behavior problems,parent-child relation and contacting screen mode showed that the screen time had the negative effect relation with the social ability and parent-child relation（parents and children questionnaire）score（β=-1.115,-1.728,-1.909,P〈0.05）,and had the positive effect relation with the scores of anger attack behavior and anxiety retreat behavior,and individual contacting screen（β=0.982,1.474,0.877,P〈0.05）.Conclusion The screen time in preschool children is related with parent-child relation,social abili
作者
熊雪芹
刘佳
石菡
王荣
任丹
刘晓
刘娟
雷腾
成素望
XIONG Xueqin;LIU Jia;SHI Han;WANG Rong;REN Dan;LIU Xiao;LIU Juan;LEI Teng;CHENG Suwang(Department of Clinical Medicine,Dazhou Vocational and Technical College,Dazhou,Sichuan 635001,China;Department of Child Health Care,Affiliated Children′s Hospital of Chongqing Medical University,Chongqing 400014,China;Class6,Grade 2014 of Clinical Medicine Specialty,Dazhou Vovational and Technical College,Dazhou,Sichuan 635001,China)
出处
《重庆医学》
CAS
2018年第14期1917-1921,共5页
Chongqing medicine
基金
四川省教育厅自然科学重点项目(15ZA0365)
关键词
儿童
学龄前
屏幕时间
亲子关系
社会能力
行为问题
child
preschool
screen time
parent-child relationship
social ability
behavior problem
