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dc.contributor.authorStenseng, Frode
dc.contributor.authorHygen, Beate Wold
dc.contributor.authorWichstrøm, Lars
dc.date.accessioned2019-12-16T14:17:48Z
dc.date.available2019-12-16T14:17:48Z
dc.date.created2019-09-16T14:31:52Z
dc.date.issued2019
dc.identifier.issn1018-8827
dc.identifier.urihttp://hdl.handle.net/11250/2633458
dc.description.abstractThere is sparse knowledge on how the amount of gaming overlaps with—and is longitudinally related to—psychiatric symptoms of ADHD and emotional problems throughout early and middle childhood. In this prospective study of 791 Norwegian children, we investigated the amount of electronic gaming at ages 6, 8, and 10 while also measuring DSM symptoms of such disorders. Cross-lagged longitudinal analyses showed that more ADHD symptoms at age 8 predicted more gaming at age 10, whereas gaming did not predict more psychiatric symptoms, controlled for gender and socio-economic status. Cross-sectional overlaps between gaming and symptoms were marginal but nonetheless increased with each age level. Hence, time spent gaming did not forecast more psychiatric problems at these ages, but children with more ADHD symptoms were more likely to increase their amount of gaming throughout middle childhood. Results indicate that the sheer amount of gaming is not harmful to children’s mental health, but that poorly regulated children become more attracted to games throughout childhood. Findings are discussed in light of the coexistence of problematic gaming and psychiatric problems reported among adolescents and adults, as well as the potential beneficial psychological outcomes from gaming.nb_NO
dc.language.isoengnb_NO
dc.publisherSpringer Verlagnb_NO
dc.titleTime Spent Gaming and Psychiatric Symptoms in Childhood: Cross-Sectional Associations and Longitudinal Effectsnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.journalEuropean Child and Adolescent Psychiatrynb_NO
dc.identifier.doi10.1007/s00787-019-01398-2
dc.identifier.cristin1725211
dc.description.localcodeThis article will not be available due to copyright restrictions (c) 2019 by Springernb_NO
cristin.unitcode194,67,70,0
cristin.unitcode194,67,40,0
cristin.unitnameInstitutt for pedagogikk og livslang læring
cristin.unitnameInstitutt for psykologi
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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