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Many children exceed suggested screen-viewing guidelines and this is likely to be a risk factor for obesity. Understanding the predictors of screen-viewing may be the first step in designing interventions that target these behaviours, but there is lack of information on predictors among Spanish children. This study examined associations between individual, friend and family based social variables and screen-viewing behaviours, and how these associations differ by age and gender in a sample of Spanish children. Participants were 247 primary school-aged and 256 secondary school-aged children and their parents. Children reported time spent in screen-viewing and information about individual and friend and family based social variables. Body mass index was assessed and children were classified using International Obesity Task Force cut-off points. Parents reported sociodemographic characteristics and family co-viewing practices. Lower self-efficacy for reducing screen-viewing (console playing p < 0.05; overall p < 0.01), stronger sedentary group-norms (TV p < 0.001; console playing p < 0.05; overall p < 0.05) and stronger social reasons (console playing p < 0.05) were associated with higher screen-viewing. For younger children, parental screen-viewing rules appeared to be significant predictors while family co-viewing practices were significant predictors for older children. Older children (TV p < 0.001; console playing p < 0.01; overall p < 0.001) and males (TV p < 0.01; console playing p < 0.001; overall p < 0.01) were likely to spend more time screen-viewing. Individual and social factors influence children's screen-viewing and operate differently during childhood. Increasing self-efficacy may be important for screen-viewing based behaviour changes. Friends and parents play a central role, therefore understanding the dynamics of friends and targeting family influences may be critical to the success of interventions to reduce screen-viewing.

BackgroundScreen-viewing has been associated with increased body mass, increased risk of metabolic syndrome and lower psychological well-being among children and adolescents. There is a shortage of information about the nature of contemporary screen-viewing amongst children especially given the rapid advances in screen-viewing equipment technology and their widespread availability. Anecdotal evidence suggests that large numbers of children embrace the multi-functionality of current devices to engage in multiple forms of screen-viewing at the same time. In this paper we used qualitative methods to assess the nature and extent of multiple forms of screen-viewing in UK children.MethodsFocus groups were conducted with 10-11 year old children (n = 63) who were recruited from five primary schools in Bristol, UK. Topics included the types of screen-viewing in which the participants engaged; whether the participants ever engaged in more than one form of screen-viewing at any time and if so the nature of this multiple viewing; reasons for engaging in multi-screen-viewing; the room within the house where multi-screen-viewing took place and the reasons for selecting that room. All focus groups were transcribed verbatim, anonymised and thematically analysed.ResultsMulti-screen viewing was a common behaviour. Although multi-screen viewing often involved watching TV, TV viewing was often the background behaviour with attention focussed towards a laptop, handheld device or smart-phone. There were three main reasons for engaging in multi-screen viewing: 1) tempering impatience that was associated with a programme loading; 2) multi-screen facilitated filtering out unwanted content such as advertisements; and 3) multi-screen viewing was perceived to be enjoyable. Multi-screen viewing occurred either in the child's bedroom or in the main living area of the home. There was considerable variability in the level and timing of viewing and this appeared to be a function of whether the participants attended after-school clubs.ConclusionsUK children regularly engage in two or more forms of screen-viewing at the same time. There are currently no means of assessing multi-screen viewing nor any interventions that specifically focus on reducing multi-screen viewing. To reduce children's overall screen-viewing we need to understand and then develop approaches to reduce multi-screen viewing among children.

Environmental and sociocultural factors influence the time children spend in screen viewing. Parents play a central role in child's screen viewing; therefore, interventions that target environmental and family TV viewing practices are likely to be effective.

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