Work

Social Support May Buffer the Effect of Intrafamilial Stressors on Preschool Children's Television Viewing Time in Low-Income Families

Year: 2013

Type: article

Abstract: BACKGROUND: Excessive television (TV) viewing in preschool children has been linked to negative outcomes during childhood, including childhood obesity. In a sample of low-income families, this study examined associations between intrafamilial factors and preschool children's TV-viewing time and the moderating effect of social support from nonfamily members on this association. METHODS: In 2010, 129 mothers/female guardians of 2- to 5-year-old children enrolled at five Head Start centers in Rensselaer County, New York, completed a self-report survey. The survey assessed child TV-viewing time (including TV, DVDs, and videos) and intrafamilial risk factors, including maternal perceived stress, depressive symptoms, TV viewing, leisure-time physical activity (inactivity), and family functioning. Social support from nonfamily members (nonfamily social support) was also measured and examined as an effect modifier. RESULTS: Children watched TV an average of 160 minutes per day. Moderate depressive symptoms (Personal Health Questionnaire depression scale scores ≥10), higher perceived stress, poorer family functioning, and higher maternal TV-viewing were significantly and independently associated with greater minutes of child TV viewing, controlling for covariates. In all instances, nonfamily social support moderated these associations, such that negative experiences within the family environment were linked with higher child TV-viewing time under conditions of low nonfamily social support, but not high nonfamily support. CONCLUSIONS: Social support from nonfamily members may buffer potentially negative effects of intrafamilial factors on preschool children's TV-viewing time.

Source: Childhood Obesity

DOI: 10.1089/chi.2013.0071

Authors: Kaigang Li, Janine M. Jurkowski, Kirsten K. Davison

Institutions: University at Albany, State University of New York, Harvard University

Language: English

Topic: Child Development and Digital Technology

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Good health and well-being

Open Access status: green

Funders: National Institutes of Health, National Institute on Minority Health and Health Disparities