Screen exposure and peer relationships: The mediating roles of parent–child conflict and emotional problems

Abstract

Abstract

This study examined the associations between screen exposure and peer relationships among Chinese preschoolers, focusing on the mediating roles of parent-child conflict and emotional problems. Drawing on Family Systems, Social Learning, and Emotion Socialization theories, a chain mediation model was proposed and tested. A large-scale survey was conducted with 15,268 parents of preschoolers in China. Standardized measures were used to assess screen exposure, parent-child conflict, emotional problems, and peer relationships. Data were analyzed using PROCESS Model 6 with bootstrapping to estimate indirect effects. Results showed that screen exposure was positively associated with both parent-child conflict and emotional problems. While screen exposure had a positive direct link with peer relationships, it also exhibited significant negative indirect effects through the mediators. Parent-child conflict and emotional problems independently and sequentially mediated this relationship, producing a suppressing effect. These findings suggest that although screen exposure may promote digital peer connectedness, it simultaneously increases family tension and emotional difficulties that harm children's social functioning. Practically, parents should set clear screen-use rules, engage in structured co-use, and monitor content to reduce conflict and dysregulation. In contexts where smartwatches and similar devices are common, attention should extend beyond screen duration to the unique social ecosystems these technologies create.