초등 4-6학년 아동의 미디어 사용, 실행기능과 독서 시간 및 선호도와의 관계 탐색 = Exploring the relationship between digital device usage, executive functions, and reading time and preference in 4th to 6th graders

다국어 초록 (Multilingual Abstract)

In light of an increase in the use of digital media devices, reading has been steadily declining, particularly beginning around K4 through K6. However, there is limited empirical evidence directly supporting this relationship. The present study examined the association between the usage of digital devices and reading, and how children’s executive function (EF) plays a role in this relationship. Overall, 304 parents whose children were in 4th to 6th grades reported on the average time their children spent using digital devices and partaking in various types of reading, together with their children’s attitude toward reading and EF. We also asked parents if they provided media education to their children. The results showed that the more parents use and rely on digital devices, the more their children rely on them. The more time children spent on their smartphones, the less likely they were to spend time reading books. In addition, children with lower EF scores spent more time on digital devices and less time reading, and were also less likely to prefer spending time reading. In particular, the shifting component of EF uniquely predicted reading time and preference. However, no significant moderating effect of EF was observed between digital device usage and reading. Instead, EF predicted reading and digital device usage. When parents provided education about digital device usage, the child’s reading time and preference increased and the EF-related problem score was lower, suggesting that providing education for children about digital device usage can be useful and effective. Together, these results suggest the possibility that factors such as children’s EF development and parental education may play a role in the relationship between children's digital device usage and reading habits.

국문 초록 (Abstract)

본 연구에서는 초등 고학년 자녀를 둔 부모들의 보고를 통해 이 시기 아동들의 미디어 사용 실태와 독서 시간 및 독서 태도의 관계를 검토하고, 미디어와 독서에 아동의 실행기능과 부모의 미디어 사용 정도와 자녀 대상 미디어 사용 교육 여부 등의 다른 요인이 어떠한 작용을 하는지 탐색해 보았다. 부모 보고 자료의 분석 결과, 부모가 미디어를 많이 사용할수록 아동의 미디어 사용량도 많았다. 그리고 스마트폰 사용량이 많은 아동일수록 읽기를 덜 선호하였다. 또한, 실행기능이 낮은 아동일수록 미디어 사용량이 많고, 독서를 덜 선호하며 독서 시간도 적은 것으로 나타났다. 특히, 실행기능의 전환능력은 독서 시간과 선호를 둘 다 설명하는 고유 요인으로 나타났다. 부모가 자녀에게 미디어 이용에 대해 교육하는 것은 독서 시간과 선호의 증가와 관련을 보였고, 실행기능 문제행동 보고 점수는 낮아져 미디어 이용 교육의 중요성도 관찰되었다. 이러한 결과는 독서의 양과 태도에 미디어 사용이 미치는 영향에 있어서 실행기능의 발달 정도나 부모의 교육 제공 등의 요인이 추가적 역할을 할 가능성을 시사한다.

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