Problematic media use, screen time, and literacy-related motor skills in first-grade children

Abstract

Increasing exposure to digital media has raised concerns about its developmental correlates. This cross-sectional study examined screen time duration and problematic media use in relation to literacy-related motor skills in 196 first-grade children. Parents reported weekday and weekend screen time and completed the Problematic Media Use Scale, while teachers rated motor performance. Nearly half of the children exceeded two hours of screen time on weekdays, rising to 77% on weekends. Weekday screen time above two hours was associated with lower fine motor scores (B = −1.67, p = 0.011). Higher problematic media use scores were also associated with poorer fine motor performance (B = −0.061, p = 0.006), including after adjustment for hyperactivity/inattention symptoms. Associations with body awareness were inconsistent. These findings suggest that screen duration and problematic media use capture partly distinct aspects of media engagement, with problematic use showing a more consistent association with fine motor performance.