Longitudinal Associations of Children’s Hyperactivity/Inattention, Peer Relationship Problems and Mobile Device Use
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Materials
2.2.1. Digital Kids Questionnaire
2.2.2. Strength and Difficulties Questionnaire
2.3. Procedure
2.4. Statistical Analysis
3. Results
3.1. Comparison of the Dropout and Retested Participants
3.2. T2 MTSD Use and T1 Behaviour Problems
3.3. T2 MTSD Use and T2 Behaviour Problems
3.4. T1 MTSD Use and T2 Behaviour Problems
3.5. T1 MTSD Use and T1 Behaviour Problems
3.6. Change in SDQ Scores and MTSD Use over Time
4. Discussion
4.1. Higher Hyperactivity/Inattention Leads to Higher MTSD Use
4.2. Higher MTSD Use Does Not Lead to Higher Hyperactivity/Inattention
4.3. Association between Concurrent Peer Relationship Problems and MTSD Use in Early School Years
4.4. Other SDQ Scales and MTSD Use
4.5. Limitations of the Study
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Digital Kids Questionnaire (Short Form)
- Q1. Your age:
- Q2. Your gender:
- Man
- Woman
- Q3. Your highest level of education:
- Elementary school
- Technical school
- High school
- College BA Bs(c)
- University MA MS(c)
- Postgraduate PhD
- Q4. Child’s date of birth:
- Q5. Child’s gender:
- Boy
- Girl
- Q6. Number of siblings: ____
- Q7. Husband’s partner’s highest level of education:
- Elementary school
- Technical school
- High school
- College BA Bs(c)
- University MA MS(c)
- Postgraduate PhD
- Q8. With regard to your knowledge, which statement is true about your child’s relationship with the smartphone?
- Has never seen or held a smartphone in his/her hand
- Has never held a smartphone in his/her hand, but has seen one
- Has already held/used a smartphone, but only on a few occasions
- Uses/holds a smartphone in his/her hand regularly (but does not have his/her own)
- Has his/her own smartphone (which he/she regularly uses)
- Q9. How frequently does he/she use a smartphone?
- Several times daily
- Daily
- Every 2–3 days
- Every 4–5 days
- Weekly
- Every 2–3 weeks
- Monthly
- Less often than monthly
- Q10. When he/she uses smartphone, how long does he/she typically use it for?
- More than 3 h
- 2–3 h
- 1–2 h
- 30–60 min
- 10–30 min
- 5–10 min
- A few min (5 min maximum)
- Q11. With regard to your knowledge, which statement is true about your child’s relationship with the tablet?
- Has never seen or held a tablet in his/her hand
- Has never held a tablet in his/her hand, but has seen one
- Has already held/used a tablet, but only on a few occasions
- Uses/holds a tablet in his/her hand regularly (but does not have his/her own)
- Has his/her own tablet (which he/she regularly uses)
- Q12. How frequently does he/she use a tablet?
- Several times daily
- Daily
- Every 2–3 days
- Every 4–5 days
- Weekly
- Every 2–3 weeks
- Monthly
- Less often than monthly
- Q13. When he/she uses tablet, how long does he/she typically use it for?
- More than 3 h
- 2–3 h
- 1–2 h
- 30–60 min
- 10–30 min
- 5–10 min
- A few min (5 min maximum)
- Q14. Please rate the following statements according to how much they describe you. (not at all characteristic–––absolutely characteristic)
- If I feel uneasy/tense in company, I take out my phone.
- I am nervous/tense when I leave my phone at home.
- If my phone is in my hand, I feel more confident.
- If I do not have my phone on me, I do not feel safe.
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Variable | Measure | Min | Max | M | SD | Median | IQR |
---|---|---|---|---|---|---|---|
Child age T1 | In years | 3.842 | 6.064 | 4.913 | 0.596 | ||
Child age T2 | 7.264 | 9.542 | 8.270 | 0.556 | |||
Child gender | (girl/boy) | N boys = 54 N girls = 44 | |||||
Siblings T1 | Count | 0 | 6 | 0.827 | 0.964 | 1 | 1 |
Siblings T2 | 0 | 6 | 0.944 | 0.975 | 1 | 1 | |
Parent age T1 | In years | 23 | 47 | 37.459 | 4.445 | ||
Parent age T2 | 26 | 50 | 40.888 | 4.479 | |||
Parental education | Mean score from the two parents’ 6-leveled education. | 2 | 6 | 4.296 | 0.858 | ||
Parental mobile attachment T1 | Mean score from the four 5-graded items. | 1 | 4.75 | 2.288 | 0.918 | ||
Parental mobile attachment T2 | 1 | 5 | 2.503 | 1.012 | |||
MTSD use T1 | In minutes/day | 0 | 110 | 18.157 | 27.090 | 6.965 | 20.750 |
MTSD use T2 | 0 | 900 | 65.355 | 134.392 | 18 | 54 | |
SDQ Emotional symptoms T1 | 0 | 6 | 1.888 | 1.698 | 1 | 2 | |
SDQ Emotional symptoms T2 | 0 | 7 | 1.837 | 1.648 | 1 | 2.250 | |
SDQ Conduct problems T1 | 0 | 7 | 1.908 | 1.547 | 2 | 2 | |
SDQ Conduct problems T2 | 0 | 6 | 1.388 | 1.397 | 1 | 2 | |
SDQ Hyperactivity/inattention T1 | 0 | 10 | 3.837 | 2.469 | 3 | 4 | |
SDQ Hyperactivity/inattention T2 | 0 | 10 | 2.98 | 2.573 | 3 | 3.250 | |
SDQ Peer relationship problems T1 | 0 | 8 | 1.684 | 1.870 | 1 | 2 | |
SDQ Peer relationship problems T2 | 0 | 7 | 1.602 | 1.679 | 1 | 2 | |
SDQ Prosocial behavior T1 | 2 | 10 | 7.949 | 1.830 | 8 | 2 | |
SDQ Prosocial behavior T2 | 3 | 10 | 8.214 | 1.607 | 9 | 3 |
Cronbach’s Alpha in T1 | Cronbach’s Alpha in T2 | |
---|---|---|
Emotional symptoms | 0.485 | 0.528 |
Conduct problems | 0.554 | 0.487 |
Hyperactivity/inattention | 0.744 | 0.797 |
Peer relationship problems | 0.612 | 0.571 |
Prosocial behavior | 0.656 | 0.549 |
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Konok, V.; Szőke, R. Longitudinal Associations of Children’s Hyperactivity/Inattention, Peer Relationship Problems and Mobile Device Use. Sustainability 2022, 14, 8845. https://doi.org/10.3390/su14148845
Konok V, Szőke R. Longitudinal Associations of Children’s Hyperactivity/Inattention, Peer Relationship Problems and Mobile Device Use. Sustainability. 2022; 14(14):8845. https://doi.org/10.3390/su14148845
Chicago/Turabian StyleKonok, Veronika, and Rebeka Szőke. 2022. "Longitudinal Associations of Children’s Hyperactivity/Inattention, Peer Relationship Problems and Mobile Device Use" Sustainability 14, no. 14: 8845. https://doi.org/10.3390/su14148845