Emotional Reactivity and Behavioral Problems in Preschoolers: The Interplay of Parental Stress, Media-Related Coping and Child Screen Time

Background/Objectives: Excessive screen time has been linked to poorer developmental outcomes in preschool years, with the impact depending on context. Parents of emotionally reactive children, in particular, may use screens to manage their child's emotions, especially when experiencing distress themselves. This reliance on screens can hinder the development of self-regulation, leading to behavioral difficulties. Our study aimed to explore how emotional reactivity, parental distress, screen time, and media-related coping interact while contributing to externalizing (behavioral) problems in preschool-aged children. Methods: The study included 754 children (49.1% girls), aged 2–5 years (M = 44.6 months, SD = 13.7). Parents reported children’s emotional reactivity and externalizing problems using the Child Behavior Checklist and provided data on daily screen time and media-related coping behaviors. Bivariate correlations, group comparisons, and structural equation modeling were employed to analyze the data. Results: Children averaged 111.86 minutes of daily screen time (SD = 83.94), with 35.2% of parents using screens as a coping strategy. Emotional reactivity was the strongest predictor of externalizing problems, while the role of screen time was weak, yet significant. Parental distress was positively associated with child emotional reactivity and screen time. Structural equation modeling showed that child emotional reactivity related to behavioral problems both directly and indirectly via parental distress, media-related coping, and increased screen time. Conclusions: The findings highlight emotional reactivity as a key factor in child behavioral problems, emphasizing the cumulative risks posed by parental distress and screen use. The results suggest interventions promoting healthier screen habits and supporting parental well-being.