Interrelationship between screen time, playfulness, parental monitoring and emotional intelligence among Chinese preschool children in Kuala Lumpur, Malaysia
Emotional intelligence develops during the crucial early stage of age among preschool children and many negative impacts may arise and affect their lives due to the deficits in emotional intelligence. The purpose of the present study is to determine the relationship between screen time, playfulne...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2021
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/98264/1/FEM%202020%2025%20-%20IR.pdf http://psasir.upm.edu.my/id/eprint/98264/ |
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| Summary: | Emotional intelligence develops during the crucial early stage of age among
preschool children and many negative impacts may arise and affect their lives
due to the deficits in emotional intelligence. The purpose of the present study is
to determine the relationship between screen time, playfulness, parental
monitoring and emotional intelligence among Chinese preschool children in
Kuala Lumpur. Additionally, this study wishes to find out the unique predictor of
emotional intelligence and whether child’s sex and parental monitoring would
play moderating roles in these relationships. There were 217 mothers of
Chinese preschool children aged between four to six years old study at
selected private preschools in Kuala Lumpur were recruited as respondents in
this study by using Stratified Proportionate Random Sampling technique. Selfadministered
questionnaire was distributed to mothers. Children’s screen time
was assessed by using Screen Time Questionnaire (STQ), whereas the
information of playfulness was collected by using Child Behavior Inventory of
Playfulness (CBI). Adult Involvement in Media Scale (AIM) was employed to
measure parental monitoring and lastly Parent Rating Scales of Emotional
Intelligence was utilized to assess children’s emotional intelligence. All
instruments used in the current study showed good reliability in the local
context with overall reliability score of above .70. As the results, there was no
significant relationship between screen time and emotional intelligence.
However, playfulness (r = .42, p < .01) and parental monitoring (r = .35, p < .01)
were significantly positive correlated with emotional intelligence. Besides,
playfulness (β= .29, p < 0.00) and parental monitoring (β= .27, p < 0.00) were
found as predictors of emotional intelligence. Nevertheless, child’s sex and
parental monitoring could not consider as moderators in this study. In sum, the
study provides valuable information to parents on how screen time, playfulness and parental monitoring influence emotional intelligence among preschool
children. |
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