Abstract
This study examines the longitudinal relationship between parental stress, parental technoference, and preschool children's social behavior, including physical aggression, relational aggression, and prosocial behavior. Using data from Project M.E.D.I.A., the study explores how parental stress may be linked to disruptions in parent-child interactions through increased use of digital media, termed "technoference." It was predicted that an increase in parental stress would increase physical and relational aggression, and decrease prosocial behavior over time, as mediated by parental technoference. A sample of 460- parent-child dyads was analyzed across three time points using structural equation modeling. Despite expectations, results did not find significant direct or indirect longitudinal effects between parental stress, technoference, and child aggression or prosocial behavior. Significant associations were found between child sex, age, income, and some social behaviors, underscoring the complexity of factors influencing early childhood development. Reasons for these findings are discussed and highlight the need for further investigation into modern stressors, media use, and child socialization processes.
Degree
MS
College and Department
Family, Home, and Social Sciences; Family Life
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Ashby, Sarah, "Stress, Screens, and Social Skills: Parental Stress as a Longitudinal Predictor of Preschool Social Behavior Mediated by Parental Technoference" (2024). Theses and Dissertations. 10653.
https://scholarsarchive.byu.edu/etd/10653
Date Submitted
2024-12-13
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd13490
Keywords
parental stress, technoference, parent-child relationships, child social development
Language
english