The association between screen exposure and social–emotional development in children and adolescents: A meta-analysis

This meta-analysis synthesizes 124 effect sizes from 30 articles (both cross-sectional and longitudinal; N = 39,620) to examine the relationship between screen exposure and socio-emotional development in children and adolescents. Using a random-effects model, results revealed a small but significant negative correlation between screen exposure and social-emotional competence (r = -0.046, 95 % CI [-0.070, -0.021]) and a small positive correlation with problem behaviors (r = 0.117, 95 % CI [0.083, 0.150]). To probe heterogeneity, we conducted moderator analyses with mixed-effects models. Meta-regression identified age as a significant moderator for both outcomes. Furthermore, subgroup analyses showed that the type of screen exposure moderated the relationship with socio-emotional competence, but not with problem behaviors. By contrast, study design, parental involvement, and parental education did not significantly moderate either association. This study provides robust empirical evidence for a nuanced understanding of the small yet consistent associations between screen time and socio-emotional outcomes in youth, emphasizing the need for future research to explore additional environmental and developmental factors in clarifying the dynamics of screen exposure and socio-emotional development.