유아의 전자매체 이용 놀이시간이 학교준비도에 미치는 영향*온정적 양육행동에 의한 주의력 문제의 조절된 매개효과

Abstract

Objective: This study examines whether the relationship between preschoolers’ screen-based playtime and school readiness is mediated by attention problems and whether this mediating process is moderated by parental warmth thus testing a moderated mediation model. Methods: Using data from the 2014 Korean Children’s Panel (N = 1,159), children’s screen-based playtime, parental warmth, attention problems, and school readiness were measured through standardized caregiver and teacher reports. A moderated mediation model was tested using PROCESS Macro Model 8. Results: A significant conditional direct effect was found. When parental warmth was high, greater screen-based playtime was modestly associated with higher school readiness. In contrast, under conditions of low parental warmth, increased screen-based playtime was associated with lower school readiness. Additionally, a significant conditional indirect effect via attention problems was observed, but only among children with low warmth parenting. This finding suggests that attention problems mediate the negative association between screen-based playtime and school readiness only in the context of low parental warmth. Conclusions: Parental warmth serves as a protective factor, buffering the potential negative impact of screen-based playtime on children’s attention regulation and school readiness. These findings highlight the importance of supportive parenting in shaping young children’s developmental outcomes in increasingly digital environments.