Longitudinal relations of screen time duration and content with executive function difficulties in South Korean children

ABSTRACT

Research has consistently shown that excessive screen time (ST) is harmful to children’s cognitive development including executive function (EF). Most studies have investigated the long-term consequences of excessive ST and have not explored how content impacts cognitive development. Thus, the current study aimed to examine (1) the associations among the duration and content of ST and EF difficulties and (2) the interaction effect of ST duration and content on EF difficulties. A total of 1,484 third-grade children participated in the study and were followed up one year later. ST duration was measured by the average daily hours on smart devices and computers, and ST content was assessed by the extent to which children engaged in educational or recreational ST. EF difficulties were measured by parental reports of their child’s EF-related behaviors. The results showed ST duration did not predict EF difficulties one year later. However, higher levels of educational ST predicted fewer EF difficulties. A significant interaction effect between ST duration and educational ST demonstrated the benefits of educational ST were not present in children with higher levels of duration. These findings provide a foundation to develop more practical, efficient, and specific ST guidelines considering both ST content and duration.

Impact Summary

Prior State of Knowledge

It has been documented that excessive screen time (ST) is harmful to children’s cognitive development, including executive function (EF). However, few studies have explored if the content of ST (educational or recreational) differentially affects cognitive development.

Novel Contributions

We aimed to explore the relations between ST and EF by including both the duration and content of ST. Importantly, we examined not only the simple effect of each aspect, but also the interaction effect to better understand the role of ST in EF development.

Practical Implications

The findings provided parents and educators with a foundational and empirical basis to set practical and reasonable ST rules for children, especially when using contemporary devices such as computers, smartphones, and tablets. As children spend less time watching television and more time on such devices, it is important to understand how ST has both benefits and risks based on content.

KEYWORDS:

• Screen time
• educational screen time
• recreational screen time
• executive function
• school-aged children

Acknowledgments

The first author received support from the Cowden Endowment at the T. Denny Sanford School of Social and Family Dynamics, Arizona State University, while writing this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are openly available in the Panel Study on Korean Children website (https://panel.kicce.re.kr/pskc/index.do).

Additional information

Notes on contributors

Juyoung Kim

Juyoung Kim is a postdoctoral research scholar in the Department of Psychological and Brain Sciences at the University of Iowa. Her research centers on the development of children’s self-regulation capacities (e.g., executive function, effortful control) in context and their associations with interpersonal relationships (e.g., parent-child relationships, peer relationships) and cognitive and behavioral outcomes.

Monica Tsethlikai

Monica Tsethlikai is an associate professor at Arizona State University in the School of Social and Family Dynamics. Her research examines how children’s daily activities and stressful life experiences impact cognitive development and mental health. She is best known for her research on American Indian children.