More needs to be known about the benefits and risks to the development of interpersonal and intrapersonal skills in ubiquitous digital environments at school and at home. Nine to 12-year-old students (n = 186) in a 1:1 digital programme serving low SES and culturally diverse communities rated their self-regulation and social skills for both non-digital and digital contexts. Downward trends in self-regulation and related personality dimensions were found. Social skills were more variable. Students had heightened awareness of needing to self-regulate in digital contexts, rating their self-regulation lower than in non-digital contexts. High frequencies and durations of fun activities at home (e.g., posting photos or blogs, chatting, and games) were associated with lower ratings. But fun activities were associated with higher ratings of social skills in digital contexts. High levels of parental monitoring were related to higher ratings of self-regulation. These patterns reflect school-wide norms and practices (students are socialized as digital citizens) as well as more general features of socialization at home. We conclude that self-regulation and social skills are sensitive to contexts over the primary school years. Digital tools may be particularly ‘impulsogenic’, and students need context-specific self-regulatory strategies, but the tools create opportunities to develop valued social skills under specific conditions.

中文翻译：

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校内和校外数字使用与儿童自我调节和社交技能的发展

需要更多地了解在学校和家庭无处不在的数字环境中发展人际交往和人际关系技能的好处和风险。9 至 12 岁的学生（n = 186）在服务于低社会经济地位和多元文化社区的 1:1 数字计划中，评估了他们在非数字和数字环境中的自我调节和社交技能。发现了自我调节和相关人格维度的下降趋势。社交技能的变化更大。学生们提高了在数字环境中需要自我调节的意识，他们对自我调节的评价低于非数字环境中的水平。在家中进行有趣活动的频率和持续时间高（例如，发布照片或博客、聊天和游戏）与较低的评分相关。但有趣的活动与数字环境中更高的社交技能评分相关。高水平的父母监督与较高的自我调节评级有关。这些模式反映了全校范围的规范和实践（学生被社会化为数字公民）以及家庭社会化的更一般特征。我们得出结论，自我调节和社交技能在小学阶段对环境很敏感。数字工具可能特别“冲动”，学生需要针对具体情况的自我调节策略，但这些工具创造了在特定条件下发展有价值的社交技能的机会。