Screen time and psychopathology: investigating directionality using cross-lagged panel models

Bado, Patricia; Schäfer, Julia; Simioni, André Rafael; Bressan, Rodrigo; Gadelha, Ary; Pan, Pedro Mário; Miguel, Eurí­pedes Constantino; Rohde, Luís Augusto; Salum, Giovanni Abrahão

doi:10.1007/s00787-020-01675-5

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…Mood state (i.e., anger and confusion) and poor sleep quality predicted smartphone use in young adults before the COVID-19 pandemic [16] . Furthermore, in children and adolescents from the Brazilian High-Risk Cohort for Psychiatry Disorders, more baseline psychological symptoms predicted the highest levels of screen time at follow-up; however, screen time did not predict psychopathology [4] . Future research may examine whether an underlying variable, such as mood state or a psychological condition, functioned as an explanatory factor for the varied findings in the current systematic review.…”

Section: Discussionmentioning

confidence: 74%

Unprecedented times and uncertain connections: A systematic review examining sleep problems and screentime during the COVID-19 pandemic

Drumheller

Fan

2022

Sleep Epidemiology

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Section: Discussionmentioning

confidence: 74%

Unprecedented times and uncertain connections: A systematic review examining sleep problems and screentime during the COVID-19 pandemic

Drumheller

Fan

2022

Sleep Epidemiology

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“…In the screen time literature, methodological differences have likely contributed to the conflicting findings: effect sizes may differ based on the statistical analyses conducted, how variables are measured, and whether data are cross-sectional or longtudinal . Effect sizes may also vary as a function of child sex (eg, sex differences in the associations of screen time with behavior problems), child age (eg, association of increased screen use with increasing age among children), and socioeconomic risk (eg, association of increased screen use with behavior problems in the context of low socioeconomic status) . Identifying when and for whom correlations are stronger or weaker may inform the ongoing screen time debate and help develop targeted interventions for children most at risk for potential behavior problems associated with screen time.…”

Section: Introductionmentioning

confidence: 99%

Association of Screen Time With Internalizing and Externalizing Behavior Problems in Children 12 Years or Younger

et al. 2022

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IMPORTANCE Currently, there is a lack of consensus in the literature on the association between screen time (eg, television, video games) and children's behavior problems.OBJECTIVE To assess the association between the duration of screen time and externalizing and internalizing behavior problems among children 12 years or younger.DATA SOURCES For this systematic review and meta-analysis, MEDLINE, Embase, and PsycINFO databases were searched for articles published from January 1960 to May 2021. Reference lists were manually searched for additional studies.STUDY SELECTION Included studies measured screen time (ie, duration) and externalizing or internalizing behavior problems in children 12 years or younger, were observational or experimental (with baseline data), were available in English, and had data that could be transformed into an effect size. Studies conducted during the COVID-19 pandemic were excluded. Of 25 196 nonduplicate articles identified and screened for inclusion, 595 met the selection criteria.DATA EXTRACTION AND SYNTHESIS The study followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) reporting guideline. Extracted variables were child age, sex, and socioeconomic status; informants and measurement type for screen time and behavior problems; study publication year; and study design and quality. Data were extracted by 2 independent coders and were pooled using a random-effects model. MAIN OUTCOMES AND MEASURESThe primary outcome was the association of screen time duration with externalizing (eg, aggression, attention deficit/hyperactivity disorder symptoms) and internalizing (eg, depression, anxiety) behaviors or diagnoses. RESULTSOf the 595 full-text articles assessed for eligibility, 87 studies met all inclusion criteria, comprising 98 independent samples and 159 425 participants (mean [SD] age, 6.07 [2.89] years; 83 246 [51.30%] male). Increased duration of screen time had a small but significant correlation with more externalizing problems (90 samples; r, 0.11; 95% CI, 0.10-0.12) and internalizing problems (43 samples; r, 0.07; 95% CI, 0.05-0.08) in children. Several methodological moderators explained between-study heterogeneity. There was evidence of significant between study heterogeneity (I 2 = 87.80). CONCLUSIONS AND RELEVANCEThis systematic review and meta-analysis found small but significant correlations between screen time and children's behavior problems. Methodological differences across studies likely contributed to the mixed findings in the literature.

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“…As for digital screens, a previous study from our group also suggests that psychopathology influences future technology use, rather than the other way around (Bado et al, 2020).…”

Section: Discussionmentioning

confidence: 73%

Mental health problems predict inequalities in accessing online classes during COVID-19 pandemic in youth

Bado¹,

Hoffmann²,

Pan³

et al. 2022

Preprint

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Background: Schools have adapted to the online environment during the COVID-19 pandemic, but the factors influencing access to online resources and the impact of these changes on youth mental health are largely unknown. The current study has two aims (1) to investigate if mental health problems previous to COVID-19 pandemic are associated with access to online learning; (2) to investigate whether those accessing online learning have lower levels of mental health problems during the COVID-19 pandemic. Methods: The sample consisted of 672 young people (16 - 24 years of age) from the Brazilian High-Risk Cohort that were enrolled in an educational institution and had access to the internet. Participants were evaluated during the COVID-19 pandemic and in a previous time point. A total of 511 students were enrolled in online classes, while 161 were not enrolled. Psychopathology was measured using the Strengths and Difficulties Questionnaire (SDQ) in both time points. Attendance to online classes during COVID-19 was obtained by self-report. Data were analyzed using multiple regression models.Results: Prospective analysis revealed that every one-point increase in the total SDQ score before the COVID-19 pandemic was associated with an increase of 6% in the chance of a participant not accessing online classes, above and beyond previous negative school events, such as suspensions and grade repetition and other confounders (adjusted OR 0.94; 95%CI 0.91-0.98; p=0.0009). Cross-sectional analysis revealed that participants that accessed online classes had a slightly lower number of inattention/hyperactivity problems if compared to those without online classes (Cohen's d=0.25; β=-0.63, p=0.006); however, those results were fully explained by previous symptoms of inattention/hyperactivity.Conclusion: Children with pre-pandemic mental health problems have disproportionately lower access to educational resources during the pandemic if compared with the general population, which might widen the gap of opportunities for this underserved population to thrive.

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Screen time and psychopathology: investigating directionality using cross-lagged panel models

Cited by 6 publications

References 8 publications

Unprecedented times and uncertain connections: A systematic review examining sleep problems and screentime during the COVID-19 pandemic

Unprecedented times and uncertain connections: A systematic review examining sleep problems and screentime during the COVID-19 pandemic

Association of Screen Time With Internalizing and Externalizing Behavior Problems in Children 12 Years or Younger

Mental health problems predict inequalities in accessing online classes during COVID-19 pandemic in youth

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