Title:
Parental technoferences as a mediator of the association between parental screen time and preschool social competence
Author:
Victoria F. Rizzuto
Thesis Advisor:
Mary Jo Coiro
Committee Member:
Rachel L. Grover
Committee Member:
Beth A. Kotchick
Committee Member:
Frank D. Golom
Committee Member:
Stephen E. Fowl
Degree Granting Institution:
Loyola University Maryland--College of Arts and Sciences
Place:
Baltimore (Md.)
Publisher:
Loyola Univeristy Maryland
Date Created:
2022
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
There is a well-established association between the amount of time children spend on electronics and negative outcomes including behavior problems, poorer language development, lower social competence, and disrupted sleep. Previous research has shown that parents influence their children’s screen time in several ways, including the extent to which they provide or restrict children’s access to screens, and how much time the parent engages with their own devices. Although parents’ and children’s amounts of screen time are correlated, research has not examined whether parental screen time is associated with negative child outcomes. Technoference is defined as everyday interruptions in interpersonal interactions or time spent together that occurs due to digital and mobile technology devices. The current study aims to expand the literature on technoference by examining the relationship between parental and child screen time, technoference in parent-child interactions, and preschool children’s social competence among a community sample of 93 U. S. parents of children ages 2 to 5 and 37 of their children’s preschool teachers or daycare teachers. Data indicated that there was a positive and significant correlation between child and parent reported TV time. However, neither children’s screen time nor parental technoference (interruptions or distractions) was significantly correlated with children’s prosocial behavior. Limitations of the study are discussed, including sample characteristics and social desirability bias. Suggestions for future research and practice are offered, including ways to reduce social desirability bias in measuring children’s screen time.
Subject:
Television and children
Subject:
Socialization
Subject:
Preschool children
Subject:
Electronic dissertations
Subject:
Academic theses
Degree:
Doctor of Clinical Psychology
Level:
Doctor
Discipline:
Psychology
Restrictions on Access:
Author has given permission to make this work available online.
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Identifier:
RizzutoVF-22
