<p>Electronic products have become an indispensable part of children's lives in the digital world. However, few studies have explored how parental-, peer-, and self-factors collectively influence electronic use time in school-aged children (i.e., screen time). Based on the process-individual-context-time model, the screen time of children (N = 176) and the typical parental-, peer-, and self-factors were measured twice within a 12-month interval. A cross-lagged network panel model was then applied to analyze the interrelationships among children's parenting styles, peer relationships, self-control (control vs. impulsivity systems), and screen time. Results showed that children's self-control, parental rejection, and peer rejection had independent as well as interdependent predictive effects on their screen time. Specifically, parental rejection and self-impulsivity contributed to children's screen time to a larger extent than peer rejection. Our findings suggest that children's screen time results from the combined impacts of both individual and environmental factors, which helps prevent excessive use or even addiction to electronic products in school-aged children.</p>