Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study

Jean M Twenge, W Keith Campbell, Jean M Twenge, W Keith Campbell

Abstract

Previous research on associations between screen time and psychological well-being among children and adolescents has been conflicting, leading some researchers to question the limits on screen time suggested by physician organizations. We examined a large (n = 40,337) national random sample of 2- to 17-year-old children and adolescents in the U.S. in 2016 that included comprehensive measures of screen time (including cell phones, computers, electronic devices, electronic games, and TV) and an array of psychological well-being measures. After 1 h/day of use, more hours of daily screen time were associated with lower psychological well-being, including less curiosity, lower self-control, more distractibility, more difficulty making friends, less emotional stability, being more difficult to care for, and inability to finish tasks. Among 14- to 17-year-olds, high users of screens (7+ h/day vs. low users of 1 h/day) were more than twice as likely to ever have been diagnosed with depression (RR 2.39, 95% CI 1.54, 3.70), ever diagnosed with anxiety (RR 2.26, CI 1.59, 3.22), treated by a mental health professional (RR 2.22, CI 1.62, 3.03) or have taken medication for a psychological or behavioral issue (RR 2.99, CI 1.94, 4.62) in the last 12 months. Moderate use of screens (4 h/day) was also associated with lower psychological well-being. Non-users and low users of screens generally did not differ in well-being. Associations between screen time and lower psychological well-being were larger among adolescents than younger children.

Figures

Fig. 1
Fig. 1
Hours per day spent on all screens, electronic devices, and TV and video games by individual years of age, U.S., 2016. Error bars are ±1 SE.
Fig. 2
Fig. 2
Mean score on the easy child index (1–5), by age and level of screen time, with controls, U.S., 2016. Error bars are ±1 SE.
Fig. 3
Fig. 3
Percentage not curious or interested in learning new things, by age and level of screen time, with controls, U.S., 2016. Error bars are ±1 SE.
Fig. 4
Fig. 4
Percentage who do not stay calm when challenged, by age and level of screen time, with controls, U.S., 2016. Error bars are ±1 SE.
Fig. 5
Fig. 5
Percentage who do not finish tasks started, by age and level of screen time, with controls, U.S., 2016. Error bars are ±1 SE.
Fig. 6
Fig. 6
Percentage who argue too much with their caregivers, by age and level of screen time, with controls, U.S., 2016. Error bars are ±1 SE.
Fig. 7
Fig. 7
Percentage ever diagnosed with anxiety or depression, by age and level of screen time, with controls, U.S., 2016. Error bars are ±1 SE.
Fig. 8
Fig. 8
Percentage receiving mental health treatment and percentage taking medication for psychological issues during the last 12 months, by age and level of screen time, with controls, U.S., 2016. Error bars are ±1 SE.
Fig. 9
Fig. 9
Percentage who do not bounce back, often lose their temper, or cannot calm down when excited or wound up, by total screen time, 2- to 5-year-old children, with controls, U.S., 2016. Error bars are ±1 SE.

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