Associations between factors within the home setting and screen time among children aged 0–5 years: a cross-sectional studyReportar como inadecuado




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BMC Public Health

, 12:539

First Online: 23 July 2012Received: 17 February 2012Accepted: 11 July 2012DOI: 10.1186-1471-2458-12-539

Cite this article as: Carson, V. & Janssen, I. BMC Public Health 2012 12: 539. doi:10.1186-1471-2458-12-539

Abstract

BackgroundExcessive engagement in screen time has several immediate and long-term health implications among pre-school children. However, little is known about the factors that influence screen time in this age group. Therefore, the purpose of this study was to use the Ecologic Model of Sedentary Behavior as a guide to examine associations between intrapersonal, interpersonal, and physical environment factors within the home setting and screen time among pre-school children.

MethodsParticipants were 746 pre-school children ≤ 5 years old from the Kingston, Ontario, Canada area. From May to September, 2011, parents completed a questionnaire regarding several intrapersonal child demographics, interpersonal family demographics, parental cognitions, parental behavior, and physical environment television, computer, or video games in the bedroom factors within the home setting. Parents also reported the average amount of time per day their child spent watching television and playing video-computer games. Associations were examined using linear and logistic regression models.

ResultsMost participants 93.7% watched television and 37.9% played video-computer games. Several intrapersonal, interpersonal, and physical environment factors within the home setting were associated with screen time. More specifically, age, parental attitudes, parental barriers, parental descriptive norms, parental screen time, and having a television in the bedroom were positive predictors of screen time; whereas, parental education, parental income, and parental self-efficacy were negative predictors of screen time in the linear regression analysis. Collectively these variables explained 64.2% of the variance in screen time. Parental cognitive factors self-efficacy, attitudes, barriers, descriptive norms at the interpersonal level explained a large portion 37.9% of this variance.

ConclusionsA large proportion of screen time in pre-school children was explained by factors within the home setting. Parental cognitive factors at the interpersonal level were of particular relevance. These findings suggest that interventions aiming to foster appropriate screen time habits in pre-school children may be most effective if they target parents for behavioral change.

KeywordsChild Pre-school Television Parents  Download fulltext PDF



Autor: Valerie Carson - Ian Janssen

Fuente: https://link.springer.com/







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