The mediating effects of mobile phone use on adhd and educational outcomes: a two-step mendelian randomisation study

HIGHLIGHTS

• What: This study investigates the potential mediating role of mobile phone screen time, mainly its frequency and duration, in the bidirectional causal relationship between ADHD and educational attainment. The authors performed bi-directional MR analyses to evaluate the exposure (ADHD/education outcomes), the potential mediation (mobile phone screen time), and the outcome (education outcomes/ADHD) . In the analysis where years of full-time education were considered the exposure and childhood ADHD as the outcome, the results showed a negative causal association between increased years of full-time education and childhood ADHD risk (IVW: OR=0.14, 95 . . .
  

   

  

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