デジタルテクノロジーの利用と子どもの学習と社会的相互作用との関連:縦断的なアプローチ
Ross D Neville1, Elizabeth Al-Jbouri2, Sheri Madigan2
1School of Public Health, Physiotherapy and Sports Science, University College Dublin.
Developmental psychology
|February 19, 2026
まとめ
子供 子供 子供 子供 子供 子供
科学分野:
- 子どもの発達 子供の発達 子供の発達
- デジタル・メディア・スタディズ デジタル・メディア・スタディズ
- 教育心理学の教育心理学について
背景:
- デジタルテクノロジーの使用は子供たちの間で広く知られています.
- 開発への長期的な影響を理解することは極めて重要です.
- テクノロジーの使用経路に関する縦断的なデータは限られている.
研究 の 目的:
- 3歳から9歳までのデジタル技術の使用経路を特定する.
- これらの軌跡と学習/社会的成果との関連を調べる.
- 読書,注意力,親社会的行動,同級生との関係との関連を調べる.
主な方法:
- 縦断データ (N=9,783) の潜在的クラス成長分析.
- アソシエーションの条件付き回帰分析.
- 国内を代表するコホートデータを利用し,2年ごとに追跡した.
主要な成果:
- 4つの軌跡が特定されました:安定した低,低い増加,高い減少,安定した高い使用.
- 安定した高/増加した使用は,同級生の問題と注意力/読解の低下に関連しています.
- 高度な使用減少は,社会的な行動の増加と関連しています.
結論:
- デジタル技術の持続的/増加した使用は,学習と社会的成果の低下と相関しています.
- デジタルテクノロジーの使用量の減少は,プロソーシャル行動の改善と相関しています.
- デジタルテクノロジーのエンゲージメントの軌道のパターンは,子どもの発達にとって重要です.
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