Association between duration of gadget use and the socio-emotional difficulties of junior high school students in selected private schools in Quezon City: An analytic cross-sectional study

Ma. Peñafrancia  L. Adversario,; Bianca Mari  B. Dizon,; Marie Krista Yna  D. Dolor,; Angelica Jane  T. Domalanta,; Princess Fe  M. Domingo,; Jeune Azelia  V. Dominguez,; Abegail  M. Dulay,; Vlanche April  C. Dulfo,; Hazel Monique  A. Dumo,; Kristel Joyce  T. Ebuengan,; Danielle Dominique  L. Eduardo,; Patricia Denise  J. Ela,; Toni Anne  B. Elarmo,

Association between duration of gadget use and the socio-emotional difficulties of junior high school students in selected private schools in Quezon City: An analytic cross-sectional study

Abstract:

Introduction Gadget use with its diverse range of functions from communication to navigation and entertainment, has brought increasing concerns about its effects on psychological health. Despite growing evidence on its effect among children, its effect on the adolescent age group, particularly on the socio-emotional dimension remains uncertain. Method An analytical cross-sectional study was done to identify a possible association between duration of gadget use and socio-emotional difficulties of an adolescent. A cluster sample of junior high school students aged 13-17 years old from four selected private schools were invited to answer the Strengths and Difficulties Questionnaire (SDQ) to measure socio-emotional difficulties and provide information on the type and duration of gadget use. Scores derived from the SDQ were classified as normal, borderline and abnormal based on the questionnaire’s scoring guide. Association between duration of gadget use and strengths and difficulties was tested using chi-square, controlling for sex and age groups. Results Majority of the 315 respondents had normal scores on the strengths and difficulties sub-scales. Regardless of the duration of gadget use, majority of the respondents had normal prosocial behavior and likewise scored normal on all dimensions of the Difficulties subscale. There was no significant association between duration of gadget use and Strength (p = 0.47) and Difficulties scores (p = 0.35). Stratifying by sex and age groups likewise resulted in insignificant associations (p > 0.05). Those with prolonged gadget use were 1.68 times more likely to have abnormal scores on the Difficulties subscale compared with those with normal gadget use but the association was not significant (95% CI 0.82, 3.34). Conclusion There was no significant association between duration of gadget use and socio-emotional difficulties of adolescents in selected private schools, controlling for sex and age groups.