Gadget usage amongst preschool children and its effect on their psychosocial status
<p>The two main purposes of the present study were to explore the gadget landscape in</p><p>Malaysian households and to examine the relationship between gadget use and</p><p>psychosocial status in pre-schoolers. The sample of the...
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<p>The two main purposes of the present study were to explore the gadget landscape in</p><p>Malaysian households and to examine the relationship between gadget use and</p><p>psychosocial status in pre-schoolers. The sample of the current study consists of 234</p><p>parent-child dyads of pre-schoolers aged five and six. Most parents in the study are</p><p>Malays, married and living in urban regions (e.g. Kuala Lumpur, Sepang & Melaka</p><p>Tengah). Next, most of the raters are mothers (74.4%). The raters were asked to</p><p>complete the Gadget Use Questionnaire, to evaluate gadget usage such as duration of</p><p>use, types of content when using media and types of gadget available, used and owned</p><p>by pre-schooler, and the Strength and Difficulties Questionnaire (SDQ), to measure</p><p>psychosocial status of pre-schoolers such as Peer Relationship Issues, Emotional</p><p>Problems, Conduct Problem, Hyperactivity and Prosocial Behaviour, in Bahasa</p><p>Malaysia. Descriptive analysis was used to describe the trends of media use while</p><p>Ordinal Logistics Regression was used to evaluate the relationship between media use</p><p>(e.g. duration of use and types of content- cartoon, educational, music and others) and</p><p>psychosocial adjustment. The finding indicated that mobile devices are readily</p><p>available at home and are widely used by pre-schoolers. Another finding of the study</p><p>is the preference for education contents consistently predicted higher psychosocial</p><p>adjustment scores for Peer Relationship Issues (Odds RatioCartoon =0.14, Odds</p><p>RatioOthers = 0.19), Emotional Problems (Odds RatioOthers =0.21) and Total Difficulties</p><p>Score (Odds RatioCartoon =0.19, Odds RatioCartoon&Music = 0.00, Odds RatioOthers= 0.19).</p><p>In conclusion, mobile devices are readily available at home to Malaysian preschoolers</p><p>and preference for educational content consistently predicted more</p><p>psychosocial status problems. The potential cause of this relationship could be due to</p><p>low-quality educational content. This points to a need to properly regulate the</p><p>production of educational contents and inform parents of the potential risk of lowquality</p><p>educational content.</p> |
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Khiu, Alexander Lucas Kwong Huat |
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Khiu, Alexander Lucas Kwong Huat |
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Khiu, Alexander Lucas Kwong Huat |
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Gadget usage amongst preschool children and its effect on their psychosocial status |
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Gadget usage amongst preschool children and its effect on their psychosocial status |
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Gadget usage amongst preschool children and its effect on their psychosocial status |
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Gadget usage amongst preschool children and its effect on their psychosocial status |
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Gadget usage amongst preschool children and its effect on their psychosocial status |
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gadget usage amongst preschool children and its effect on their psychosocial status |
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Universiti Pendidikan Sultan Idris |
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Fakulti Pembangunan Manusia |
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2021 |
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oai:ir.upsi.edu.my:92972023-08-10 Gadget usage amongst preschool children and its effect on their psychosocial status 2021 Khiu, Alexander Lucas Kwong Huat BF Psychology <p>The two main purposes of the present study were to explore the gadget landscape in</p><p>Malaysian households and to examine the relationship between gadget use and</p><p>psychosocial status in pre-schoolers. The sample of the current study consists of 234</p><p>parent-child dyads of pre-schoolers aged five and six. Most parents in the study are</p><p>Malays, married and living in urban regions (e.g. Kuala Lumpur, Sepang & Melaka</p><p>Tengah). Next, most of the raters are mothers (74.4%). The raters were asked to</p><p>complete the Gadget Use Questionnaire, to evaluate gadget usage such as duration of</p><p>use, types of content when using media and types of gadget available, used and owned</p><p>by pre-schooler, and the Strength and Difficulties Questionnaire (SDQ), to measure</p><p>psychosocial status of pre-schoolers such as Peer Relationship Issues, Emotional</p><p>Problems, Conduct Problem, Hyperactivity and Prosocial Behaviour, in Bahasa</p><p>Malaysia. Descriptive analysis was used to describe the trends of media use while</p><p>Ordinal Logistics Regression was used to evaluate the relationship between media use</p><p>(e.g. duration of use and types of content- cartoon, educational, music and others) and</p><p>psychosocial adjustment. The finding indicated that mobile devices are readily</p><p>available at home and are widely used by pre-schoolers. Another finding of the study</p><p>is the preference for education contents consistently predicted higher psychosocial</p><p>adjustment scores for Peer Relationship Issues (Odds RatioCartoon =0.14, Odds</p><p>RatioOthers = 0.19), Emotional Problems (Odds RatioOthers =0.21) and Total Difficulties</p><p>Score (Odds RatioCartoon =0.19, Odds RatioCartoon&Music = 0.00, Odds RatioOthers= 0.19).</p><p>In conclusion, mobile devices are readily available at home to Malaysian preschoolers</p><p>and preference for educational content consistently predicted more</p><p>psychosocial status problems. The potential cause of this relationship could be due to</p><p>low-quality educational content. This points to a need to properly regulate the</p><p>production of educational contents and inform parents of the potential risk of lowquality</p><p>educational content.</p> 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=9297 https://ir.upsi.edu.my/detailsg.php?det=9297 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Ansari, A., & Crosnoe, R. (2016). Childrens hyperactivity, television viewing, and the potential for child effects. Children and Youth Services Review, 61, 135 140. https://doi.org/10.1016/j.childyouth.2015.12.018</p><p>Atkin, A. J., Corder, K., & van Sluijs, E. M. F. (2013). Bedroom media, sedentary time and screen-time in children: A longitudinal analysis. International Journal of Behavioral Nutrition and Physical Activity, 10(1), 137. https://doi.org/10.1186/1479-5868-10-137</p><p>Atkin, A. J., Sharp, S. J., Corder, K., & van Sluijs, E. M. F. (2014). Prevalence and Correlates of Screen Time in Youth. 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