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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Main Author: Khiu, Alexander Lucas Kwong Huat
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Language:eng
Published: 2021
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic BF Psychology
spellingShingle BF Psychology
Khiu, Alexander Lucas Kwong Huat
Gadget usage amongst preschool children and its effect on their psychosocial status
description <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>
format thesis
qualification_name
qualification_level Master's degree
author Khiu, Alexander Lucas Kwong Huat
author_facet Khiu, Alexander Lucas Kwong Huat
author_sort Khiu, Alexander Lucas Kwong Huat
title Gadget usage amongst preschool children and its effect on their psychosocial status
title_short Gadget usage amongst preschool children and its effect on their psychosocial status
title_full Gadget usage amongst preschool children and its effect on their psychosocial status
title_fullStr Gadget usage amongst preschool children and its effect on their psychosocial status
title_full_unstemmed Gadget usage amongst preschool children and its effect on their psychosocial status
title_sort gadget usage amongst preschool children and its effect on their psychosocial status
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2021
url https://ir.upsi.edu.my/detailsg.php?det=9297
_version_ 1776104614526976000
spelling 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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