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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| Format: | thesis |
| Language: | eng |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=9297 |
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| Summary: | <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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