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    題名: 屏幕時間、互動機會、執行功能對幼兒社會情緒能力之影響
    The effects of Screen Time, Opportunities for Interaction and Executive Function on Preschoolers’ Social and Emotional Competence
    作者: 吳靜
    Wu, Jing
    貢獻者: 詹志禹
    吳靜
    Wu, Jing
    關鍵詞: 屏幕時間
    電視觀看時間
    互動機會
    執行功能
    社會情緒能力
    Screen time
    Television time
    Opportunities for interaction
    Executive Function
    Socio-Emotional competence
    日期: 2024
    上傳時間: 2024-08-05 12:49:27 (UTC+8)
    摘要: 文獻上有關屏幕時間影響兒童社會情緒能力的研究結果，仍存在相當多矛盾與爭議，可能原因包括：受限於橫斷研究設計、忽略家庭內部互動機會和幼兒執行功能等變項、混淆個體內和個體間的差異、較少區分不同類型的屏幕設備、以及忽略了性別和年齡可能的調節作用。基於此，本研究運用臺灣幼兒發展調查資料庫（KIT）之36月齡組幼兒資料，運用1776名幼兒在36月齡、48月齡和60月齡三個時間點的追蹤資料進行分析，期待達成下列研究目的：
    1. 在同一個年齡階段（橫斷面），運用路徑分析模型，分別以3歲、4歲、5歲的KIT家長問卷數據，控制幼兒性別、母親教育程度、家庭月收入，瞭解屏幕時間、互動機會（包括父母參與、父母回應、幼兒操作材料）、執行功能對社會情緒能力的影響。
    2. 在跨年齡階段（縱貫面），以隨機截距交叉延宕分析（Random Intercept Cross-lagged Analysis），探究個體內屏幕時間（包含電視時間和其他屏幕時間）、執行功能和社會情緒能力（包含社會能力與情緒能力）之間跨年齡段的相互影響關係，並分群組檢驗性別在其中是否起調節作用。
    3. 從橫斷面和縱貫面的角度，深入探討屏幕時間對幼兒社會情緒能力影響的潛在機制，並試圖識別可能的中介效應。
    研究結果發現：
    一、從橫斷面研究來看
    1. 屏幕時間減少了幼兒與父母以及材料互動的機會，但這些互動機會有助於幼兒社會情緒能力，所以，屏幕時間對幼兒社會情緒能力產生間接的負面影響，其效果量顯著但微小。
    2. 屏幕時間降低幼兒執行功能，執行功能促進幼兒社會情緒能力，因此，屏幕時間透過執行功能而損害幼兒社會情緒能力。
    二、從縱貫面研究來看
    1. 電視觀看時間對幼兒執行功能和社會情緒能力的延宕影響因性別、年齡和使用設備類型而異：（1）男童3歲的電視觀看時間，顯著傷害到4歲的執行功能和情緒能力，而在女童中並未發現此影響。（2）3歲時的電視觀看時間對4歲男童和女童的社會能力有負面影響，而4歲的電視觀看時間並未影響到5歲的社會能力。（3）3歲和4歲的其他屏幕時間（手機、電腦、iPad等互動式屏幕設備)，都沒有對下一年齡段（4歲和5歲）的執行功能或社會情緒能力產生顯著影響。
    2. 社會能力可以預測下一年齡階段的執行功能：對男童和女童來說，3歲和4歲幼兒的社會能力都可以正向預測下一年齡段（4歲和5歲）的執行功能。此外，3歲的情緒能力，對4歲的執行功能也有正向的影響。
    總體而言，本研究從橫斷面和縱貫面兩方面，提供了屏幕時間負面影響幼兒社會情緒能力的證據，並揭示了該影響關係的中介機制，以及性別、年齡和使用設備類型的調節作用。
    The literature on the impact of screen time on children's socio-emotional competence presents considerable contradictions and controversies. Possible reasons for these discrepancies include: limitations inherent in cross-sectional study designs, overlooking the opportunities for internal family interactions and variables such as children's executive functions, confounding within-person and between-person differences, a lack of distinction between different types of screen devices, and neglecting the potential moderating effects of gender and age.Based on this, the study utilizes data from the Taiwan Child Development Dataset (KIT) for children aged 36, 48, and 60 months, involving 1776 children. To address existing research gaps, the main objectives of the study are as follows:
    1.At the same age stage (cross-sectional), path analysis models are used with KIT parental questionnaire data at ages 3, 4, and 5. This controls for variables such as child's gender, mother's education level, and family income to understand the relationships between screen time, interaction opportunities (including parental participation, responses, and child's material handling), executive functions, and socio-emotional competence.
    2.Across different age stages (longitudinal), Random Intercept Cross-lagged Analysis explores the mutual influences between intra-individual screen time (including TV and other screen types), executive functions, and socio-emotional competence (comprising social and emotional competence) across ages, with subgroup analysis to examine the moderating role of gender.
    3.From both cross-sectional and longitudinal perspectives, the study delves into the potential mechanisms through which screen time impacts young children's socio-emotional competence and attempts to identify possible mediating effects.
    Research findings indicate:
    I. From a Cross-Sectional Perspective
    1.Screen time reduces children's opportunities for interaction with parents and materials, which can foster socio-emotional competence. Screen time negatively impacts socio-emotional competence through these interaction opportunities, a significant but minimal effect.
    2.Screen time can diminish children's executive functions, which in turn are crucial for enhancing socio-emotional competence. Screen time impairs socio-emotional competence through executive functions (cross-sectional study).
    II. From a Longitudinal Perspective
    1.The delayed impact of TV time on children's executive functions and socio-emotional competence varies by gender, age, and device used: (1) TV time at age 3 significantly harms executive functions and emotional competence at age 4 in boys, but not in girls. (2) TV viewing at age 3 negatively impacts social competence in both boys and girls at age 4, but no effect is observed from TV time at age 4 on abilities at age 5. (3) Other screen times (mobile phones, computers, iPads, and other interactive devices) at ages 3 and 4 do not significantly affect executive functions and socio-emotional competence at the subsequent ages (4 and 5).
    2. Social competence can predict executive functions in the next age stage: social competence at ages 3 and 4 in both boys and girls positively predict executive functions in the subsequent stage (ages 4 and 5). Additionally, emotional competence at age 3 in both boys and girls positively influence executive functions at age 4.
    Overall, this study provides evidence from both cross-sectional and longitudinal perspectives that screen time negatively impacts young children's socio-emotional abilities. It reveals the mediating mechanisms of this relationship and the moderating roles of gender, age, and types of screen devices used.
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