نویسندگان:

سید سعید سجادی اناری¹ ، هدیه آقامحسنی² ، معصومه ضابطی آرانی³ ، مرتضی ولایی⁴ .

¹گروه روان‌شناسی و آموزش کودکان استثنایی ، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، ایران

²دانشکدۀ روان‌شناسی ، دانشگاه الزهرا، تهران، ایران

³گروه روانشناسی و آموزش کودکان استثنائی،دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران،ایران

⁴دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران

چکیده فارسی: این پژوهش با هدف بررسی رابطۀ بین کنش بازتابی والدین و مهارت‌های حرکتی کودکان پیش‌دبستانی با در نظر گرفتن نقش میانجی میزان استفاده از صفحات نمایش انجام شد. روش این پژوهش همبستگی و از نوع معادلات ساختاری است. جامعۀ آماری شامل مادران کودکان ۴ تا ۶ سال استان تهران در سال ۱۴۰۲ بود که ۲۰۱ نفر به روش در دسترس به‌عنوان نمونۀ پژوهش انتخاب شدند. داده‌ها با استفاده از پرسشنامۀ کنش‌وری بازتابی والدین(۲۰۱۷)، نسخه سوم پرسشنامۀ سنین و مراحل (۱۹۸۹) و پرسشنامۀ میزان استفاده از صفحات نمایش (۲۰۲۰) گردآوری شد و با استفاده از مدل‌سازی معادلات ساختاری به کمک نرم‌افزارهای SPSS-26 و SMART PLS-4 تحلیل شدند. نتایج نشان داد بین کنش بازتابی والدین، مهارت‌های حرکتی کودکان و میزان استفاده از صفحات نمایش رابطۀ معناداری وجود دارد. همچنین، میزان استفاده از صفحات نمایش در این رابطه نقش میانجی داشت؛ بدین معنا که کنش بازتابی والدین هم به‌صورت مستقیم و هم غیرمستقیم از طریق تنظیم زمان استفاده از صفحات نمایش، بر رشد حرکتی کودک تأثیرگذار است. ارتقای کنش بازتابی والدین و مدیریت آگاهانۀ استفاده از صفحات نمایش می‌تواند نقش مؤثری در بهبود مهارت‌های حرکتی کودکان پیش‌دبستانی ایفا کند.

کلمات کلیدی: مهارتهای حرکتی ، کودکان پیش دبستانی ، صفحات نمایش ، کنش‌وری بازتابی .

The Mediating Role of Screen Time in The Relationship between Parental Reflective Functioning and Motor Skills in Preschool Children

English Abstract: This study aimed to examine the relationship between parental reflective functioning and motor skills in preschool children, with the mediating role of screen time. The research design was correlational, employing structural equation modeling. The statistical population consisted of mothers of 4–6-year-old children in Tehran Province (2023), from whom 201 participants were selected through convenience sampling. Data collection instruments included the Parental Reflective Functioning Questionnaire (2017), the Ages and Stages Questionnaire—Third Edition (1989), and the Screen Time Questionnaire (2020). Data were analyzed using SPSS-26 and SMART PLS-4 software. Findings indicated a significant relationship between parental reflective functioning, children’s motor skills, and screen time. Moreover, screen time played a mediating role in this relationship. Overall, enhancing parental reflective functioning and regulating children’s screen time may contribute to the improvement of motor development in children. Introduction Childhood is A foundational stage of life, playing a crucial role in mental health and personal development (Guin et al., 2019). The preschool years are a time of rapid physical, cognitive, and social growth. The experiences children have during this stage shape their development and can have lasting effects on their overall well-being. Family, and particularly parents, plays a pivotal role in shaping children’s behavior and mental health (Tahmasian et al., 2017). One important component in parent–child interactions is parental reflective functioning, which refers to the ability to understand the child’s mental states (Krink et al., 2018) and contributes to the development of secure attachment and emotional growth (Rutherford, 2013). In recent years, the use of screen-based devices such as television, tablets, and digital games has increased among children. While these devices can serve educational purposes, their excessive use has been associated with negative outcomes, including behavioral problems, speech delays, sleep disturbances, obesity, and reduced social interactions. Moreover, excessive screen time can reduce children’s opportunities for active play, potentially hindering motor development (Kostyrka et al., 2017; Sigman, 2017). Motor skills—both gross and fine—form the foundation for a child’s overall development and are influenced by multiple factors (Payne & Isaacs, 2024). Given the importance of these skills and the role of parents in managing children’s screen time, the present study aims to investigate the mediating role of screen time in the relationship between parental reflective functioning and motor skills in preschool children. This research seeks to contribute to a deeper understanding of these interactions and to address existing gaps in the literature. Methodology This study employed a fundamental–theoretical design and utilized a descriptive–correlational approach based on structural equation modeling (SEM). The statistical population comprised mothers of children aged 4 to 6 years who were enrolled in specialized child psychology centers in Tehran in 2023. A sample of 201 mothers was selected through convenience sampling method. Data were collected using the Parental Reflective Functioning Questionnaire (PRFQ), the Ages and Stages Questionnaire – Third Edition (ASQ-3), and the Screens Questionnaire (SCREENS-Q). Data analysis was conducted using SPSS version 26 and SmartPLS version 4. Prior to structural modeling, univariate outliers were examined using boxplots, and no extreme values were identified. The normality of variable distributions was assessed using the Kolmogorov–Smirnov test, with results indicating no significant deviation from normality (p > 0.05), thereby satisfying the assumptions of SEM. The electronic questionnaire required responses to all items, ensuring no missing data. Descriptive statistics (means and standard deviations) were calculated using SPSS (Version 26; IBM Corp., Armonk, NY, USA). Structural equation modeling was conducted in SmartPLS (Version 4; SmartPLS GmbH, Boenningstedt, Germany) to test the hypothesized relationships. Results Descriptive analysis of the demographic data from 201 completed questionnaires showed that 54.7% of the children were girls and 45.3% were boys. The majority of the children (57.8%) were 5 to 6 years old. Among mothers, the most frequent age group was 35–40 years (35.8%), and the most common educational level was a bachelor’s degree (47.8%). Nearly half of the mothers were homemakers (49.8%). Among fathers, the most common age group was 30–35 years (38.8%), and the most frequently reported education level was a bachelor’s degree (39.8%). Descriptive statistics indicated moderate levels of screen time use among children and varying levels of parental reflective functioning. Structural equation modeling results revealed that parental reflective functioning positively predicted children’s motor development (β = 0.23, p = 0.03) and had a significant negative indirect effect on motor development through screen time (β = 0.15, T = 1.97, p = 0.04). Higher parental reflective functioning significantly predicted lower screen time (β = 0.61, T = 15.09, p < 0.01), whereas screen time was negatively associated with motor development (β = –0.18, T = 1.97, p = 0.04). Model fit indices supported the adequacy of the proposed structural model. Overall, the findings indicate that higher parental reflective functioning is associated with better motor development in preschool children, and that excessive exposure to screens may hinder developmental outcomes. Discussion and conclusion The present study examined the role of parental reflective functioning and preschool children’s screen time in motor skill development. Findings indicated that the proposed structural model demonstrated satisfactory fit indices, supporting the hypothesized relationships among variables. Findings showed that parental reflective functioning had a direct positive relationship with children’s motor skill development, while greater screen time was associated with decreased motor skills. Moreover, parental reflective functioning indirectly enhanced motor development by reducing children’s screen time. Parents who possess the ability to understand and interpret both their own and their children’s mental states tend to engage more in interactive and physical activities. Parents who create enriched environments support the development of both fine and gross motor skills in preschool children. In contrast, excessive screen time can reduce parent–child interactions and limit opportunities for active play, encouraging sedentary behaviors that may delay motor development. The results also suggest that parents with higher reflective functioning not only manage their children’s screen time more effectively, but also guide them toward educational and interactive activities, thereby creating more effective developmental opportunities. Among the limitations of this study are its reliance on self-report measures and the absence of longitudinal follow-up. Future research is recommended to incorporate observational methods and long-term data collection. Additionally, exploring cultural differences in parenting styles and technology use may provide a broader perspective on these relationships. In conclusion, this study underscores the crucial role of parents in managing children’s digital media use and its impact on motor development. The findings highlight the need for educational programs aimed at increasing parental awareness regarding healthy screen time practices to support children’s optimal growth.