In Lifespan and Human Development Psychology, comprehending the effect of screen time on kids and teenagers is imperative for explaining, understanding, and eventually enhancing their results. Twenge & Campbell (2018) incorporate epidemiological studies that provide the comprehension of the relationship between screen time and various components of psychological well-being among the youth and how multifactor modeling can help to include the multi-dimensional cross-sectional and temporal associations.
Among the significant grounds of its creation, the article integrates ideas from development psychologists, who are interested in exploring the factors that shape an individual’s development and maturity throughout his life. The research examines how technological development has redefined entertainment means for children and adolescents, indicating possible adverse psychological consequences. Many teenagers and children spend considerable time online, using smartphones, gaming consoles, and other display components during their leisure time. Other studies have associated poor medical outcomes, such as obesity and reckless living, with the amount of time children spend on screens (Dumuid et al., 2017). Analyzing the connections between the times spent using screens and various factors related to the well-being of children, such as self-control, emotion regulation, and the diagnoses of mood disorders, the researchers help unveil vital information about how the use of technology affects children’s development.
The article has acknowledged conflicting findings in the literature, which helps to appreciate individuals’ distinctiveness and diverse cultures. Some studies portray significant relations between screen time and vitality, but research also shows null relations or even some benefits as the screen time is increased. Such variations hint at a more thoughtful view that captures individual and contextual interactions and differences in designs and directions. Through critically analyzing the published work and acquiring insights from the diverse study outcomes, developmental psychologists can yield and develop an expansive view of the underlying mechanisms operating at different levels.
Furthermore, the article ideally alludes to and acknowledges stages of development as a crucial mediator between screen time and well-being relations. At-risk young adults, especially teens who heavily rely on the internet and social networking platforms due to their high involvement, get stressed the most since social environments and interactive experiences influence them. Friendship and classmates become increasingly crucial as peers want to appear relevant during the teenage period. Twenge & Campbell (2018) noted that one of the development problems affecting most adolescents is psychological health problems. Therefore, it is imperative to determine elements associated with psychological issues that can help provide a nexus for intervention programs, such as genetics, trauma, impoverishment, and predisposition. Social circles can strengthen teenagers’ and young adults’ confidence and social support. Why there were stronger correlations between screen time and mental health in teenagers is a worthwhile topic. One explanation is that teenagers are far more inclined than younger kids to have social networking profiles and to use longer durations online. According to Fuligni & Eccles (1993), peer connections are especially crucial for teenagers. If online interaction takes the place of in-person interactions, this might harm wellness and mental stability. As such, screen time could potentially impact social interactions and mental health outcomes through this significant phase. By acknowledging these developmental particularities, developmental psychologists may devise and customize interventions and craft prevention strategies to accommodate the differing needs of different age groups.
Twenge & Campbell’s (2018) research indeed states that screen time and psychological well-being are interconnected. Though presumably, prolonged use of screens may provide a low level of well-being among such individuals; they may use excessive screen time as a coping method for those individuals with pre-existing mental issues. This recurrent relationship should alert us to the necessity of using a comprehensive strategy to deal with excessive screens and predisposing psychological factors. Therefore, the cooperation of developmental psychologists with parents and teachers to develop better ways for successful digital socialization in children and support overall good health is no less critical.
In addition, the research emphasizes integrating a broader ecological framework when assessing the association between screen time and psychological well-being. Contexts such as family relationships, societal (and cultural) influences, the level of engagement with social media, and availability all matter to people’s screen time patterns and their effects on healthy lifestyles. Developers and psychologists can choose the intervention point from each level, from individual behavior improvement to multicultural policy initiatives to promote healthy technology use.
In conclusion, studying screen time and psychological well-being is crucial in lifespan and human behavior psychology. This research explains that technology use is an essential determinant of developmental outcomes in children and early adulthood. It has, therefore, given all critical elements for understanding how we can promote the well-being of children and teenagers in the technologically advanced world. In the future, this dynamic relationship between emotional resilience and cognitive abilities should be addressed as a dynamic phenomenon. Psychologists should study it holistically in connection with different sciences to bring positive changes in the development of a person.
References
Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 12, 271-283.
Dumuid, D., Olds, T., Lewis, L. K., Martin-Fernández, J. A., Katzmarzyk, P. T., Barreira, T., … & Maher, C. (2017). Health-related quality of life and lifestyle behavior clusters in school-aged children from 12 countries. The Journal of Pediatrics, 183, 178-183.
Fuligni, A. J., & Eccles, J. S. (1993). Perceived parent-child relationships and early adolescents’ orientation toward peers. Developmental psychology, 29(4), 622.
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