Social Psychiatry and Psychiatric Epidemiology

, Volume 51, Issue 3, pp 349–357

Is time spent playing video games associated with mental health, cognitive and social skills in young children?


    • EHESP, Paris Descartes University
    • EHESP
  • Katherine Keyes
    • Mailman School of Public HealthColumbia University
  • Ava Hamilton
    • Mailman School of Public HealthColumbia University
  • Gregory Hanson
    • Mailman School of Public HealthColumbia University
  • Adina Bitfoi
    • The Romanian League for Mental Health
  • Dietmar Golitz
    • Institute of PsychologyUniversity of Koblenz-Landau (Campus Koblenz)
  • Ceren Koç
    • Yeniden Health and Education Society
  • Rowella Kuijpers
    • Behavioural Science InstituteRadboud University
  • Sigita Lesinskiene
    • Clinic of Psychiatry, Faculty of MedicineUniversity of Vilnius
  • Zlatka Mihova
    • New Bulgarian University
  • Roy Otten
    • Behavioural Science InstituteRadboud University
  • Christophe Fermanian
    • EHESP, Paris Descartes University
  • Ondine Pez
    • EHESP, Paris Descartes University
Original Paper

DOI: 10.1007/s00127-016-1179-6

Cite this article as:
Kovess-Masfety, V., Keyes, K., Hamilton, A. et al. Soc Psychiatry Psychiatr Epidemiol (2016) 51: 349. doi:10.1007/s00127-016-1179-6



Video games are one of the favourite leisure activities of children; the influence on child health is usually perceived to be negative. The present study assessed the association between the amount of time spent playing video games and children mental health as well as cognitive and social skills.


Data were drawn from the School Children Mental Health Europe project conducted in six European Union countries (youth ages 6–11, n = 3195). Child mental health was assessed by parents and teachers using the Strengths and Difficulties Questionnaire and by children themselves with the Dominic Interactive. Child video game usage was reported by the parents. Teachers evaluated academic functioning. Multivariable logistic regressions were used.


20 % of the children played video games more than 5 h per week. Factors associated with time spent playing video games included being a boy, being older, and belonging to a medium size family. Having a less educated, single, inactive, or psychologically distressed mother decreased time spent playing video games. Children living in Western European countries were significantly less likely to have high video game usage (9.66 vs 20.49 %) though this was not homogenous. Once adjusted for child age and gender, number of children, mothers age, marital status, education, employment status, psychological distress, and region, high usage was associated with 1.75 times the odds of high intellectual functioning (95 % CI 1.31–2.33), and 1.88 times the odds of high overall school competence (95 % CI 1.44–2.47). Once controlled for high usage predictors, there were no significant associations with any child self-reported or mother- or teacher-reported mental health problems. High usage was associated with decreases in peer relationship problems [OR 0.41 (0.2–0.86) and in prosocial deficits (0.23 (0.07, 0.81)].


Playing video games may have positive effects on young children. Understanding the mechanisms through which video game use may stimulate children should be further investigated.


Mental healthChildrenEpidemiologyGambling



Strengths Difficulties Questionnaire


Dominic Interactive


School Children Mental Health Europe

Copyright information

© Springer-Verlag Berlin Heidelberg 2016