New generations increasingly engage with screen-based media in both living and educational environments. Screen-based media can enhance cognitive development but may also be linked to problematic behaviours and school-aged children’s social-emotional development. This study assessed the association between screen-based media usage behaviours and the social-emotional development of upper elementary students. A total of 720 students from four elementary schools in Tianjin, China, completed questionnaires assessing their screen-based media usage behaviours and social-emotional development status. Additionally, semi-structured interviews with 10 parents provided qualitative insights into family perspectives on screenbased media usage. The study’s result showed a signifi cant negative correlation between school days’ screen time and social-emotional development. The learning content showed a positive relation with social-emotional development. The self-fulfi lment motivation and social motivation were positively correlated with social-emotional development, while entertainment motivation was negatively correlated. The interview fi ndings also highlighted that non-learning content could be connected to children’s lack of decision making and self-management skills. These results suggest that excessive or inappropriate use of screen-based media is associated with diffi culties in children’s social-emotional development.
Maierweiya Rexiati (Fri,) studied this question.