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Parents regularly use media to help regulate their childs difficult emotions, particularly for those with a more difficult temperament. However, no research has examined how this may be related to the development of problematic (or addictive-like) media use in early childhood. The purpose of the study was to examine associations between temperament, parental media emotion regulation, and problematic media use in young children, using both questionnaires and observational data. Participants included 269 toddlers (2-3 years old) and their parents, who completed several observational tasks and questionnaires. Analyses revealed that higher levels of media emotion regulation was associated with more problematic media use and more extreme emotions when media was removed in toddlers. Additionally, temperament (specifically negative affect and surgency) was related to problematic media and extreme emotions and was mediated by media emotion regulation. Parents should avoid using media as a primary way of regulating their childrens emotions as this may be related to the development of problematic media strategies during infancy.

As the popularity of video games has risen so too has the worry about the problems associated with playing them. The authors review the research concerning problem gaming, its similarity to some clinical addictions like gambling and drug and alcohol abuse, and current treatment options. They conclude that, regardless of how researchers and medical professionals assess the nature of a gaming disorder, few who play video games experience negative consequences from doing so and, at best, only a small subset of players might be considered to suffer from an addiction to it.

The aim of this study was to examine trajectories of pathological video game symptoms over a 6-year period from adolescence to emerging adulthood. We also examined a number of predictors and outcomes for different trajectories. Participants included 385 adolescents (M age = 15.01 at the initial time point) who completed multiple questionnaires once a year over a 6-year period. Analyses showed there were 3 distinct trajectories. Approximately 10% of adolescents (called "increasing symptoms") showed moderate levels of pathological gaming symptoms at the initial time point and then increases in symptoms over time. Conversely, 18% of adolescents (called "moderate symptoms") started with moderate symptoms that did not change over time. Finally, 72% of adolescents (called "nonpathological") were relatively low in symptoms across the 6 years of data collection. Being male predicted both the increasing and moderate groups. The increasing group tended to show the worst outcomes over time, with higher levels of depression, aggression, shyness, problematic cell phone use, and anxiety than the nonpathological group, even when controlling for initial levels of many of these variables.

Online practice quizzes can be used to supplement instruction in the classroom. Such quizzes can engage retrieval practice, thereby improving learning and retention. However, despite their potential benefits, recent work suggests that students typically underutilize online practice quizzes. This article reports an observational classroom study, in which students were provided optional online reviews throughout the semester. The reviews could be accessed in test format, in which students were given multiple-choice questions and provided correct answer feedback, or in read format in which students were given the same questions and were shown the correct answers. Students who used the test format performed better on exams than students who used the read format or did not use the reviews. Nevertheless, the massive majority of the online reviews (approximately 88%) were not completed, highlighting the tendency for students to underutilize optional online reviews.

In March 2018, the President of the International Society for Research on Aggression (ISRA), Mike Potegal, appointed a special commission to prepare a report on youth violence. This commission was “charged with the task of producing a public statement on the known risk factors for youth violence, based on the current state of scientific knowledge. If the Commission finds sufficient evidence of harmful effects, then its public statement may include public policy recommendations.” What follows is the final report of the Youth Violence Commission, delivered in March 2018.This report was written by a group of ISRA researchers with expertise on youth violence. This report is based on a previous youth violence report (Bushman et al., 2016), but it is shorter in length, more accessible in language, contains additional material, and is more up-to-date.

Although many studies have focused on aggression or visual-spatial cognition effects of video games, the problem-solving aspects have been largely ignored. This study sought to expand the existing literature on video game effects by focusing on a rarely-tested outcome: creative production. As a game with few rules and a high amount of player freedom, "Minecraft" exemplifies a game that fosters players' abilities for creative expression. This experimental study included 352 undergraduates and it compared the effect of playing "Minecraft" on creativity measures compared to watching a TV show (passive control), a driving game (game control), and playing "Minecraft" with specific instructions (an instructional control). A within-subjects analysis found a significant correlation between trait creativity and game play habits. Between-groups experimental analyses showed that players randomly assigned to play "Minecraft" without instruction demonstrated significantly higher scores on post-game creativity measures compared to those who played "Minecraft" with instructions to "be creative," those who played a driving game, or those who watched a television show. Results indicate that effects are not solely predicted by game mechanics, but also by the way the player plays.

Callousness has been identified as a key driver of aggressive and violent behavior from childhood into early adulthood. Although previous research has underscored the importance of the parenting environment in contributing to the development of youth callousness, findings have generally been confined to the between-individual level and have not examined bidirectionality. In the current study, we test whether aspects of parenting are associated with callousness from childhood to adolescence both between and within individuals, examine the temporal ordering of associations, and test whether these relations are moderated by gender or developmental stage. Data came from a longitudinal study in which parents of 1,421 youth (52% girls; 62% White and 22% Black) from the second, fourth, and ninth grades were interviewed three times, with one year between consecutive interviews. A random-intercept cross-lagged panel model indicated that elevated youth callousness predicts subsequent increases in parental rejection and decreases in consistency of discipline. Findings were largely similar for boys and girls, but within-individual associations were generally stronger for 4th graders compared to the 2nd and 9th graders. Callousness and parenting practices and attitudes were related both at the between-individual and within-individual level. These results have implications for the etiology and treatment of children and adolescents who exhibit callousness. [ABSTRACT FROM AUTHOR]

Mass media have numerous effects on children, ranging from influencing school performance to increased or reduced aggression. What we do not know, however, is how media availability in the bedroom moderates these effects. Although several researchers have suggested that bedroom media may influence outcomes by displacing other activities (the displacement hypothesis) or by changing the content of media consumed (the content hypothesis), these have rarely been tested directly. This study tested both hypotheses using several outcomes that are associated with bedroom media and some of the underlying mediating mechanisms. The hypotheses were tested using 3 longitudinal samples of varying methods, age, duration, and country. The results indicate that children who have bedroom media are likely to watch larger amounts of screen time which displaced important activities, such as reading and sleeping, which mediated later negative outcomes such as poor school performance. Bedroom media also influence risk for obesity and video game addiction. Children with bedroom media are also likely to be exposed to more media violence. The violent content increased normative beliefs about aggression, which increased physical aggression, providing support for the content hypothesis. This study demonstrates that media can have effects not just from what they show, but also because of what children are not exposed to. Bedroom media are therefore a robust risk factor for several aspects of child development.

This article discusses the current state of children's learning in the context of digital games. It highlights the increasing use of digital games in education and the potential benefits they offer. The article emphasizes the importance of designing efficacious games for learning and promoting durable, transferable learning from gameplay to activities beyond the game screen. It also explores the role of artificial intelligence (AI) and extended reality (XR) in enhancing learning experiences. The article addresses the ethical concerns associated with digital games, such as privacy and exposure to negative content, and calls for greater investment in media literacy research. Overall, the article suggests the need for further research and evidence-based guidelines to support the selection of age-appropriate, high-quality games for children. [Extracted from the article]

Preschool-aged children (M = 42.44 months-old, SD = 8.02) participated in a short-term longitudinal study investigating the effect of educational media exposure on social development (i.e., aggression and prosocial behavior) using multiple informants and methods. As predicted, educational media exposure significantly predicted increases in both observed and teacher reported relational aggression across time. Follow-up analyses showed that educational media exposure also significantly predicted increases in parent reported relational aggression across more than a two year period. Results replicate and extend prior research that has demonstrated links between educational media exposure and relational aggression, but not physical aggression, during early childhood. (Contains 3 tables.)

Preliminary research studies suggest that some people who use computer, video games, and the Internet heavily develop dysfunctional symptoms, often referred to in the popular press as an "addiction." Although several studies have measured various facets of this issue, there has been no common framework within which to view these studies. This paper aims to provide a conceptual framework of "impulse control disorders" and describe what is known currently based on a review of the international literature, and highlight what remains to be studied. We suggest the term "Pathological Technology Use" (PTU) rather than "internet addiction", since there is robust construct validity (via convergent validity and comorbidity) for pathological computer, video game and Internet use, regardless of how individual researchers defined or measured it. Questions concerning diagnostic criteria are raised, and a common set of diagnostic criteria is proposed.

Drawing on family development theory, this study provides insight into how family stages with and without siblings are related to media habits and effects. Two national samples (N = 527 and N = 1,257) present a cross-sectional snapshot of media uses in families across three stages of family life: families with preschoolers (2-6 years), with elementary school-age children (7-12 years), and with adolescents (13-17 years). We observed differences between family stages in five domains of media use: alternative activities to screen media, media use, parental monitoring, consistency in applying media rules, and resistance to media effects. Generally, more positive media habits were associated with families in earlier stages, families with siblings, and families with larger age gaps in sibling spacing. But greater vulnerability to media effects was associated with those families with multiple children and gaps in sibling spacing that spanned more than one stage.

Research on parental monitoring of children's media use suggests parents can reduce the negative effects of media exposure on children, although this research is rarely conducted with elementary school children and leaves open questions about whether parents or children are better reporters. Participants were 1,323 children, their parents, and teachers. Parents and children reported on four aspects of monitoring for TV and video games: co-using, limit setting on amount, limit setting on content, and active mediation. Parents gave much higher estimates than did children. Monitoring was moderated by child age, child sex, parent marital status, parent education, and parent income. Although parent- and child-reported monitoring correlated rather poorly, both types were almost equally good predictors of children's screen time, media violence exposure, and teacher reports of school performance. When there were differences, the child reports tended to be slightly better predictors, demonstrating the validity of child reports of parental monitoring.

This study assesses the effectiveness of repeated exposures to a video intervention based on the Elaboration Likelihood Model. The video was designed to increase help-seeking attitudes and perceptions of peer norms and to decrease the stigma associated with seeking counseling. Participants were 290 undergraduates who were randomly assigned to a repeated-exposure video intervention, a single-exposure video intervention, or a control video condition. Participants completed measures pre- and post-intervention and at a 3-week follow-up. Those in the repeated-exposure intervention improved significantly more than the single-exposure and control groups on help-seeking attitudes and perception of peer norms but not for stigma. The effect of repeated exposures on attitudes and peer norms showed both immediate and longer term effects. Effective, empirically supported interventions capable of reaching large numbers of people are necessary to improve utilization rates of counseling services. This study offers support for the use of repeated video interventions in changing attitudes and perceptions of counseling. (Contains 2 tables and 2 figures.)

Although the association between media violence exposure (MVE) and physical aggression (PA) has been well studied, few studies have examined the link between MVE and other subtypes of aggression. The purpose of this study was to examine the relation between MVE and reactive and proactive subtypes of both PA and relational aggression (RA). Six hundred and forty-one third to fifth grade students reported on their exposure to media violence. RA and PA were assessed by peers and teachers. Reactive and proactive subtypes of RA and PA were assessed by teacher reports. Findings revealed a significant positive association between MVE and overall PA and RA. The relation with RA was stronger for girls than for boys. When predicting the functional subtypes of aggression, higher MVE was associated with lower reactive RA, higher proactive RA, and higher reactive PA, and MVE was unrelated to proactive PA. The implications of the findings for future research are discussed.