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Parental Technoference (Technology Interference) and Children's Social-Emotional Development: Coparenting as a
Lingyan Shen1, Jiayin Zheng2, Lixin Ren1
1Academy of Future Education, Xi'an Jiaotong-Liverpool University, China; and.
Journal of Developmental and Behavioral Pediatrics : JDBP
|February 13, 2026
Summary
Parental technoference negatively impacts coparenting quality. Father-child relationship quality, influenced by technoference, affects preschoolers' social-emotional development, highlighting the need for better coparenting strategies.
Area of Science:
- Child Development
- Family Studies
- Psychology
Background:
- Parental technoference, defined as parents' preoccupation with digital devices during interactions with their children, is increasingly studied.
- Its effects on preschoolers' social-emotional development and the mediating role of coparenting are less understood.
Purpose of the Study:
- To investigate the association between parental technoference and preschoolers' social-emotional development in Chinese families.
- To examine the mediating role of coparenting in this relationship.
Main Methods:
- 207 Chinese families with preschoolers participated.
- Mothers and fathers reported on technoference, coparenting quality, and child's social-emotional development.
Main Results:
- Parental technoference negatively correlated with both mother- and father-reported coparenting quality.
- Father-reported coparenting quality was significantly linked to child's social-emotional development.
- Father-reported coparenting partially mediated the relationship between parental technoference and child's social-emotional development, while mother-reported coparenting did not.
Conclusions:
- Managing parental technoference is crucial for promoting social-emotional development in preschoolers.
- Strengthening coparenting, particularly father's involvement, is vital for mitigating negative impacts.
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