International Journal of Environmental Research and Public Health

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22 pages, 3721 KiB

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Longitudinal Effects of Screen Time on Depressive Symptoms among Swedish Adolescents: The Moderating and Mediating Role of Coping Engagement Behavior

by Sebastian Hökby, Joakim Westerlund, Jesper Alvarsson, Vladimir Carli and Gergö Hadlaczky

Int. J. Environ. Res. Public Health 2023, 20(4), 3771; https://doi.org/10.3390/ijerph20043771 - 20 Feb 2023

Cited by 4 | Viewed by 2182

Abstract

Studies suggest that hourly digital screen time increases adolescents’ depressive symptoms and emotional regulation difficulties. However, causal mechanisms behind such associations remain unclear. We hypothesized that problem-focused and/or emotion-focused engagement coping moderates and possibly mediates this association over time. Questionnaire data were collected [...] Read more.

Studies suggest that hourly digital screen time increases adolescents’ depressive symptoms and emotional regulation difficulties. However, causal mechanisms behind such associations remain unclear. We hypothesized that problem-focused and/or emotion-focused engagement coping moderates and possibly mediates this association over time. Questionnaire data were collected in three waves from a representative sample of Swedish adolescents (0, 3 and 12 months; n = 4793; 51% boys; 99% aged 13–15). Generalized Estimating Equations estimated the main effects and moderation effects, and structural regression estimated the mediation pathways. The results showed that problem-focused coping had a main effect on future depression (b = 0.030; p < 0.001) and moderated the effect of screen time (b = 0.009; p < 0.01). The effect size of this moderation was maximum 3.4 BDI-II scores. The mediation results corroborated the finding that future depression was only indirectly correlated with baseline screen time, conditional upon intermittent problem-coping interference (C’-path: Std. beta = 0.001; p = 0.018). The data did not support direct effects, emotion-focused coping effects, or reversed causality. We conclude that hourly screen time can increase depressive symptoms in adolescent populations through interferences with problem-focused coping and other emotional regulation behaviors. Preventive programs could target coping interferences to improve public health. We discuss psychological models of why screen time may interfere with coping, including displacement effects and echo chamber phenomena. Full article

(This article belongs to the Special Issue Emotion Regulation in Children and Adolescents)

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26 pages, 2934 KiB

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The Relationship between Emotion Regulation (ER) and Problematic Smartphone Use (PSU): A Systematic Review and Meta-Analyses

by Siti Hajar Shahidin, Marhani Midin, Hatta Sidi, Chia Lip Choy, Nik Ruzyanei Nik Jaafar, Hajar Mohd Salleh Sahimi and Nur Aishah Che Roos

Int. J. Environ. Res. Public Health 2022, 19(23), 15848; https://doi.org/10.3390/ijerph192315848 - 28 Nov 2022

Cited by 4 | Viewed by 2892

Abstract

Emotion Dysregulation (ED) and Problematic Smartphone Use (PSU) are two rising global issues requiring further understanding on how they are linked. This paper aims to summarize the evidence pertaining to this relationship. Five databases were systematically searched for published literature from inception until [...] Read more.

Emotion Dysregulation (ED) and Problematic Smartphone Use (PSU) are two rising global issues requiring further understanding on how they are linked. This paper aims to summarize the evidence pertaining to this relationship. Five databases were systematically searched for published literature from inception until 29 March 2021 using appropriate search strategies. Each study was screened for eligibility based on the set criteria, assessed for its quality and its level of evidence was determined. The Comprehensive Meta-Analysis software program (CMA) was employed to run further analyses of the data. Twenty-one studies were included in the systematic review. Nine studies with extractable data for meta-analysis had high across-studies heterogeneity, hence subgroup analyses were performed that confirmed a significant moderate positive correlation between ED and PSU (pooled correlation coefficient, r = 0.416 (four studies, n = 1462) and r = 0.42 (three studies, n = 899), respectively) and a weak positive correlation between “expressive suppression” and PSU (pooled correlation coefficient, r = 0.14 (two studies, n = 608)). Meta-regression analysis showed a stronger correlation between ED and PSU (R² = 1.0, p = 0.0006) in the younger age group. Further studies to establish and explore the mechanisms that contribute towards the positive link between ED and PSU are required to guide in the planning of targeted interventions in addressing both issues. Full article

(This article belongs to the Special Issue Emotion Regulation in Children and Adolescents)

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12 pages, 614 KiB

Open AccessReview

Proposal for an Integrative Cognitive-Emotional Conception of ADHD

by Rocío Lavigne-Cerván, Marta Sánchez-Muñoz de León, Rocío Juárez-Ruiz de Mier, Marta Romero-González, Sara Gamboa-Ternero, Gemma Rodríguez-Infante and Juan F. Romero-Pérez

Int. J. Environ. Res. Public Health 2022, 19(22), 15421; https://doi.org/10.3390/ijerph192215421 - 21 Nov 2022

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Abstract

Although numerous efforts have been made to deepen our understanding of the etiology of Attention Deficit Hyperactivity Disorder (ADHD), no explanation of its origins, nor of its consequences, has yet found a consensus within the scientific community. This study performs a theoretical review [...] Read more.

Although numerous efforts have been made to deepen our understanding of the etiology of Attention Deficit Hyperactivity Disorder (ADHD), no explanation of its origins, nor of its consequences, has yet found a consensus within the scientific community. This study performs a theoretical review of various research studies and provides a reflection on the role of emotions in the origin of the disorder, at the neuroanatomical and functional level. To this end, theoretical models (single and multiple origin) and applied studies are reviewed in order to broaden the perspective on the relevance of the executive system in ADHD; it is suggested that this construct is not only composed and activated by cognitive processes and functions, but also includes elements of an emotional and motivational nature. Consequently, it is shown that ADHD is involved in social development and in a person’s ability to adapt to the environment. Full article

(This article belongs to the Special Issue Emotion Regulation in Children and Adolescents)

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