Parental factors in screen time of schoolchildren: A systematic literature review

Digital devices have become an inevitable part of modern daily life, and the time spent on screens has increased across all age groups in recent years, including among children. Children's screen time is associated with various factors, among which parental factors remain important. Although numerous studies have explored their relationship, evidence synthesis on the association between parental factors and schoolchildren's screen time behavior remains limited. This study aims to systematically review cross-sectional quantitative empirical studies on parental factors associated with screen time among schoolchildren aged 5-15 years. Systematic literature searches in SCOPUS and PubMed were conducted to identify original research, applying a set of inclusion and exclusion criteria, resulting in the selection of 25 studies. We identified six major parental factors and the corresponding practices and behaviors associated with screen time in schoolchildren. These include parental screen time rules, parental educational level, parenting styles, parental perceptions of environmental factors, parents' screen-viewing behavior, and parental attitudes toward screens. The study results suggest that children's screen time is associated with parental and family-level factors. Therefore, interventions targeting children's screen time should consider these factors to yield positive outcomes. Addressing excessive screen time by partnering with parents is crucial for supporting children's well-being and potentially reducing the risk of psychosocial difficulties in childhood and adulthood.