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Psychometric properties of the ScreenQ for measuring digital media use in Portuguese young children
Author(s) -
Monteiro Rita,
Fernandes Sandra,
Hutton John S.,
Huang Guixia,
Ittenbach Richard F.,
Rocha Nuno Barbosa
Publication year - 2022
Publication title -
acta paediatrica
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.772
H-Index - 115
eISSN - 1651-2227
pISSN - 0803-5253
DOI - 10.1111/apa.16439
Subject(s) - portuguese , cronbach's alpha , rasch model , medicine , internal consistency , human multitasking , digital media , developmental psychology , psychometrics , reliability (semiconductor) , clinical psychology , psychology , philosophy , linguistics , power (physics) , physics , quantum mechanics , world wide web , computer science , cognitive psychology
Aim Digital media use is prevalent among children and linked to potential developmental and health risks, but validated measures of children's digital media use are lacking. The aim of this study was to validate the Portuguese version of the ScreenQ with three distinct children's age groups. Methods Parents of children living in Portugal completed an online survey including the 16‐item version of the ScreenQ and items related to home activities and digital media use. A combination of classical and modern theory (Rasch) methods was used for analysis. Results A total of 549 mothers and 51 fathers of 325 girls and 322 boys from 6 months to 9 years and 11 months old responded to the survey. Point‐measure correlations were all positive and endorsement of item values were within acceptable ranges. Cronbach's coefficient α was acceptable for a new measure, and test–retest reliability was high. Statistically significant correlations were found between ScreenQ total scores and relevant demographic, play‐related, parenting and digital media use items. Conclusion The Portuguese version of the ScreenQ exhibited sound psychometric properties, including internal consistency and concurrent validity referenced to external items. Higher ScreenQ scores were correlated with higher digital media multitasking, lower parent–child interaction, and higher concerns regarding child's learning and behaviour.