SCREEN TIME, SOCIOPHYSIOLOGY, AND SOCIALIZATION: A LEGAL PERSPECTIVE

Abstract

This research explores the intricate relationship between screen time, sociophysiology, and socialization within a legal framework. As digital engagement increasingly dominates daily life, its effects on social behavior and physiological responses warrant critical examination. Screen time influences social skills, emotional regulation, and cognitive development among youth. The sociophysiological perspective emphasizes how prolonged screen exposure can alter stress responses and interpersonal dynamics. Legal considerations arise in regulating screen use, particularly in educational settings, where guidelines aim to balance digital engagement with healthy social interaction. This analysis highlights the need for policies that address the psychological and social
ramifications of excessive screen time while fostering environments that promote face-toface interactions. By understanding these intersections, stakeholders—including educators, policymakers, and parents—can develop strategies that mitigate negative impacts and enhance socialization in a digitally driven world.