成人早期螢幕使用時間發展軌跡:青少年期社會資本的影響

背景：隨著科技快速發展，人們投資在螢幕使用的時間也隨之攀升。國內外文獻已指出螢幕使用時間對健康會造成嚴重的危害，包括視力受損、降低身體活動時間、睡眠不充足、降低生活品質、憂慮、焦慮等等健康問題。然而過去研究對螢幕使用時間之探討多以兒童與青少年為主，忽略同為高風險族群的成年早期青年。同時，也缺乏針對社會因子的探討。其中「社會資本」為近年來被廣泛應用於健康介入的重要保護社會因子之一，其指一個人可以在不同環境之人際互動中獲得的資源，包括支持、信任、互惠、社會規範等，然而社會資本與螢幕使用時間的關係還未知。目的：本研究利用處於成年早期的青年研究樣本，以長期追蹤的次級資料庫進行分析，依性別探討男性與女性成年早期螢幕使用時間的發展軌跡，並進一步分析研究樣本在青少年期的社會資本對其成年早期螢幕使用時間發展軌跡的影響。方法：本研究利用「兒童與青少年行為之長期發展研究」(簡稱CABLE計畫) 於2001年就讀國小一年級之世代一資料，擷取自2010年至2016年間有完整追蹤資料的學生為研究樣本，共1,976名。本研究使用SAS 9.4統計軟體進行統計分析，並以群組化軌跡模式 (Group-based trajectory model) 及多元邏輯斯迴歸 (Multinomial logistic regression) 作為主要統計方法。研究結果：整體而言，研究樣本的螢幕使用時間隨年齡增加呈現上升的趨勢；並且，女性平均螢幕使用時間高於男性。群組化軌跡模式分析結果顯示，男生研究樣本螢幕使用時間可分為三組軌跡類型：持續低組 (66.50%)、先降後升組 (17.05%) 以及先升後降組 (16.75%)；女生研究樣本螢幕使用時間亦可分為三組軌跡類型：持續低組 (33.50%)、中等漸升組 (50.05%) 以及持續高組 (16.75%)。進一步探討社會資本與螢幕使用時間發展軌跡之關係發現，在男性方面以「持續低組」為參考組，家庭社會資本中的父母支持程度以及學校社會資本中的學校認同越高者，成為「先升後降組」的可能性較低 [勝算比：0.94 (95% 信賴區間: 0.89–0.99)；勝算比：0.92 (95% 信賴區間: 0.84–0.99)]；在女生方面，學校認同程度較高者，成為「中等漸升組」與「持續高組」的可能性較低 [勝算比：0.92 (95% 信賴區間: 0.85–0.99)；勝算比：0.89 (95% 信賴區間: 0.81–0.99)]。結論：本研究發現青少年期家庭社會資本中的父母支持程度以及學校社會資本的學校認同對成年早期螢幕使用時間發展軌跡有影響，且有性別差異。由此結果本研究提出以下建議：1. 加強關注成年早期螢幕使用時間； 2.輔導青少年家長增加對其子女適當的關注與支持；3. 強化學生對學校的認同感受；4. 成年螢幕使用時間介入方案宜提前至青少年時期並納入性別差異之考量。

關鍵字

成年早期；螢幕使用時間；青少年；社會資本；長期追蹤研究

並列摘要

Background: Due to the increased accessibility of technology, individual’s screen time has greatly increased. Evidence has shown that screen time leaded to poor health outcomes, such as myopia, sleep problems, inadequate physical activities, lower quality of life, depression, and anxiety. However, most research has been conducted among children and adolescents, without understanding on developmental trajectories of screen time during young adulthood. “Social capital” has been recognized as an important determinant of health, yet the relationship between social capital and the developmental trajectories of screen time remains unknown. Aims: The purposes of this study is to identify developmental trajectories of screen time during adulthood for males and females, representing as well as to examine whether social capital during adolescence influences distinguish trajectories. Method: Data were drawn from the Child and Adolescent Behaviors in Long-term Evolution project. Participants who participated in the study from 2010 to 2016 were included in the analysis. Group-based trajectory modeling and multinomial logistic regression were conducted to test study hypotheses. Results: The average screen time during adolescence from increased by age from 18 to 22 years old; overall, girls had higher amount of screen time than boys. Three distinct trajectories were identified for boys; persistent low group (66.50%), resurging group (17.05%), and escalating-then-desisting group (16.75%). Similarly, three trajectories were observed for girls: persistent low group (33.55%), moderate increasing group (50.05%) and persistent high group (16.75%). Gender differences were observed regarding the influences of social capital in adolescence on developmental trajectories of screen time during young adulthood. In boys, those with higher levels of parental support and school identity were less likely to being in the “escalating-then-desisting group” than being in the “persistent low group.” For girls, school identity was the only significant factor of developmental trajectories of screen time. Specifically, girls who had higher levels of school identity were less likely to being in the “moderate increasing group,” and “persistent high group” than being in the “persistent low group.” Conclusion: In this study, we found that for boys, the developmental trajectories of screen time were associated with both parental support and school identity in adolescence. For girls, only school identity was significantly associated with the developmental trajectories of screen time. According to the findings, we suggested the followings: first, early prevention and intervention of excessive screen time in young adulthood should be initiated early from adolescences. In addition, parents are encouraged to give more attention and proper supports to teenagers; school is recommended to strengthen student’s school identity. Finally, gender differences should be taken into consideration in the study of social capital and screen time.