UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
The two main purposes of the present study were to explore the gadget landscape in
Malaysian households and to examine the relationship between gadget use and
psychosocial status in pre-schoolers. The sample of the current study consists of 234
parent-child dyads of pre-schoolers aged five and six. Most parents in the study are
Malays, married and living in urban regions (e.g. Kuala Lumpur, Sepang & Melaka
Tengah). Next, most of the raters are mothers (74.4%). The raters were asked to
complete the Gadget Use Questionnaire, to evaluate gadget usage such as duration of
use, types of content when using media and types of gadget available, used and owned
by pre-schooler, and the Strength and Difficulties Questionnaire (SDQ), to measure
psychosocial status of pre-schoolers such as Peer Relationship Issues, Emotional
Problems, Conduct Problem, Hyperactivity and Prosocial Behaviour, in Bahasa
Malaysia. Descriptive analysis was used to describe the trends of media use while
Ordinal Logistics Regression was used to evaluate the relationship between media use
(e.g. duration of use and types of content- cartoon, educational, music and others) and
psychosocial adjustment. The finding indicated that mobile devices are readily
available at home and are widely used by pre-schoolers. Another finding of the study
is the preference for education contents consistently predicted higher psychosocial
adjustment scores for Peer Relationship Issues (Odds RatioCartoon =0.14, Odds
RatioOthers = 0.19), Emotional Problems (Odds RatioOthers =0.21) and Total Difficulties
Score (Odds RatioCartoon =0.19, Odds RatioCartoon&Music = 0.00, Odds RatioOthers= 0.19).
In conclusion, mobile devices are readily available at home to Malaysian preschoolers
and preference for educational content consistently predicted more
psychosocial status problems. The potential cause of this relationship could be due to
low-quality educational content. This points to a need to properly regulate the
production of educational contents and inform parents of the potential risk of lowquality
educational content. |
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