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Associations between screen exposure and children self-regulation: a systematic review and meta- analyses: Screen exposure and children self-regulation
Cognitive and emotional self-regulation are essential skills during the first years of life as they predict the later development of other cognitive skills, academic performance and the presence of psychopathology. As the exposure to technological devices has increased in recent years, both in adult...
Cognitive and emotional self-regulation are essential skills during the first years of life as they predict the later development of other cognitive skills, academic performance and the presence of psychopathology. As the exposure to technological devices has increased in recent years, both in adulthood and early childhood, it is important to meta-analyze studies on this topic to assess how their use is associated with early self-regulation. For this, a systematic review and meta-analysis was carried out with the research of the last 10 years (2011-2021) on the contribution of technological devices to the self-regulation of infants with typical development. There was a total of 13,408 children from 0 to 12 years of 20 different associations outcomes. Effect sizes were measured as correlations (r). The results showed that the more time in front of a screen (measured as range time in a typical day), the lower the scores on the self-regulation tests will be (screen time [n = 20; r = −0.18 (95% CI, −0.26 to −0.09], with higher levels of interstudy heterogeneity. There findings show that it is necessary to include research from another countries and analyze possible moderators.
