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背景:有关青少年过度使用各种电子媒体所带来的负面心理影响已经引起越来越多的关注,但是在中低收入国家对这些行为的监测是非常薄弱的。目的:评估曼谷中学生使用各种类型电子媒体的情况。方法:对来自曼谷4所学校的学生分层随机抽样,由受访者完成一份问卷调查表。该问卷在美国主要研究中使用,在本次研究中经过修订。结果:768名受访者中,443名(57.7%)为女性,325名(42.3%)为男性。他们平均(SD)年龄为15.4(1.5)岁。几乎所有的受访者都可以方便地接触到各种类型的电子媒体,其中94%的人有手机,77%的人卧室中有电视,47%的人可以在自己的卧室上网。调查前一天39%的人观看电视节目或电影超过3h,28%花在社交网站的时间大于3h,25%听音乐的时间超过3h,18%的人玩电脑游戏超过3h。总体而言,27%的人报告在前一天使用电子设备超过12h。只有19%的人报告父母对在家使用电子设备是有严格规定的。参与上述各种活动的时间与父母教育程度不相关。除了玩电脑游戏的时间与学生的平均成绩有相关性外,其他的电子媒体活动时间与平均成绩均不相关。在利用这些电子设备参与社交互动方面(如通过电话或社交网络聊天),低年级学生花的时间比高年级学生少,男生比女生少,而男生在这些设备上玩游戏的时间比女生多。结论:青少年每天在各种类型的电子设备上化了大量的时间。需要一些纵向研究,精确记录电子设备使用的时间以及描述通过电子设备访问什么内容,以确定这些活动对青少年社会发展和心理发展产生负面(或正面)影响的程度。
Background: There has been growing concern about the negative psychological impact of adolescent overuse of various electronic media, but the monitoring of these behaviors is very weak in low- and middle-income countries. Purpose: To assess the use of various types of electronic media by secondary school students in Bangkok. METHODS: Students from 4 schools in Bangkok were randomly stratified and a questionnaire was completed by respondents. The questionnaire was used in major research in the United States and was revised in this study. Out of 768 respondents, 443 (57.7%) were women and 325 (42.3%) were men. Their mean (SD) age is 15.4 (1.5) years old. Nearly all respondents have easy access to all types of electronic media, 94% of whom have cell phones, 77% have TV in their bedroom and 47% have access to their bedroom. 39% of the previous day watched TV shows or movies for more than 3 hours, 28% spent more than 3 hours on social networking sites, 25% listened to music for more than 3 hours and 18% played computer games for more than 3 hours. Overall, 27% reported using the electronic device more than 12h the day before. Only 19% reported that parents have strict rules regarding the use of electronic devices at home. The timing of participation in these activities is independent of the level of parental education. Except for the time spent playing computer games related to the average grade of students, other electronic media activities were not related to the average grade. In taking advantage of these electronic devices to engage in social interactions, such as chatting over the phone or over social networks, lower-grade students spend less time than upper-level students, have fewer boys than girls, and boys spend more time playing games on these devices than girls. Conclusion: Teens spend a lot of time on all types of electronic devices daily. Longitudinal studies are needed to accurately document when electronic equipment is used and to describe what is accessed through electronic devices to determine the extent to which these activities have a negative (or positive) impact on the social and psychological development of adolescents.