| Abstract [eng] |
The aim of this study was to examine the associations between screen use duration in preschool-aged children and their performance on executive function tasks, parent- and teacher-rated executive function difficulties, and emotional and behavioral difficulties. The study included 100 preschool-aged children: 56 girls and 44 boys, aged 47 to 71 months. Questionnaire data from parents and teachers were obtained for 68 children. Screen use duration was assessed based on parents’ responses to the Child’s Leisure Time, Use of IT Devices, Development, and Social Environment Questionnaire. Executive functions were assessed using the Shape School, Animal House, and Head-Feet tasks, while executive function difficulties and emotional and behavioral difficulties were assessed using questionnaires completed by parents and teachers. The results showed that executive function task scores were associated with teacher-rated, but not parent-rated, executive function difficulties. Screen use duration was significantly associated only with some indicators of executive function task performance but was not associated with parent- or teacher-rated executive function difficulties. Regression analysis showed that longer total screen use duration predicted lower shifting efficiency scores and higher parent-rated total difficulties, controlling for child age. The mediating role of executive functions in the association between screen use duration and emotional and behavioral difficulties was not confirmed. |
