Is time spent playing video games associated with mental health, cognitive and social skills in young children?

• Published in: Social Psychiatry and Psychiatric Epidemiology Vol. 51; no. 3; pp. 349 - 357
• Main Authors: Kovess-Masfety, Viviane, Keyes, Katherine, Hamilton, Ava, Hanson, Gregory, Bitfoi, Adina, Golitz, Dietmar, Koç, Ceren, Kuijpers, Rowella, Lesinskiene, Sigita, Mihova, Zlatka, Otten, Roy, Fermanian, Christophe, Pez, Ondine
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer Berlin Heidelberg 01.03.2016; Springer Nature B.V; Springer Verlag
• Subjects: Child; Child & adolescent mental health; Cognition; Computer & video games; Councils; Epidemiology; Europe; Families & family life; Female; Humans; Leisure Activities; Life Sciences; Male; Medicine; Medicine & Public Health; Mental Health - statistics & numerical data; Original Paper; Parents & parenting; Psychiatry; Santé publique et épidémiologie; Social Skills; Surveys and Questionnaires; Teachers; Time Factors; Video Games - psychology; Romania; United States > US; Europe; Germany; Gambling; Children; Epidemiology; Mental health
• ISSN: 0933-7954; 1433-9285
• DOI: 10.1007/s00127-016-1179-6

Background Video games are one of the favourite leisure activities of children; the influence on child health is usually perceived to be negative. The present study assessed the association between the amount of time spent playing video games and children mental health as well as cognitive and social skills. Methods Data were drawn from the School Children Mental Health Europe project conducted in six European Union countries (youth ages 6–11, n  = 3195). Child mental health was assessed by parents and teachers using the Strengths and Difficulties Questionnaire and by children themselves with the Dominic Interactive. Child video game usage was reported by the parents. Teachers evaluated academic functioning. Multivariable logistic regressions were used. Results 20 % of the children played video games more than 5 h per week. Factors associated with time spent playing video games included being a boy, being older, and belonging to a medium size family. Having a less educated, single, inactive, or psychologically distressed mother decreased time spent playing video games. Children living in Western European countries were significantly less likely to have high video game usage (9.66 vs 20.49 %) though this was not homogenous. Once adjusted for child age and gender, number of children, mothers age, marital status, education, employment status, psychological distress, and region, high usage was associated with 1.75 times the odds of high intellectual functioning (95 % CI 1.31–2.33), and 1.88 times the odds of high overall school competence (95 % CI 1.44–2.47). Once controlled for high usage predictors, there were no significant associations with any child self-reported or mother- or teacher-reported mental health problems. High usage was associated with decreases in peer relationship problems [OR 0.41 (0.2–0.86) and in prosocial deficits (0.23 (0.07, 0.81)]. Conclusions Playing video games may have positive effects on young children. Understanding the mechanisms through which video game use may stimulate children should be further investigated.