ABSTRACT

Increasing screen time in childhood has raised concerns about potential effects on academic achievement, with speculation that this is due in part to an overall decrease in sleep. However, research does not often distinguish between different types of screen time, such as that dedicated to home or other educational pursuits. Further, family factors such as socioeconomic status are known to predict academic performance but are rarely examined in concert. The current study aimed to examine the association between screen time and academic achievement and to extend the current research by exploring whether the association was moderated by the type of screen time and family socioeconomic status. Participants were 651 children from Australia and New Zealand (M_age = 10.09, SD = 3.64). Participants completed an academic achievement test, and parents reported screen time activities. Homework, but not sleep, was associated with better academic achievement. Educational television viewing (TV), but not entertainment TV, was associated with lower academic achievement. Socioeconomic status moderated the association between educational TV and academic achievement (B = −.29, p = .007). The results suggest that while screen time type does appear to be implicated in academic achievement, the mechanism appears to be specific to higher socioeconomic status families.

摘要

儿童屏幕时间的增加引起了人们对学业成绩潜在影响的担忧，有人猜测这部分是由于睡眠总体减少。然而，研究并不经常区分不同类型的屏幕时间，例如专门用于家庭或其他教育活动的屏幕时间。此外，众所周知，社会经济地位等家庭因素可以预测学业成绩，但很少同时进行研究。目前的研究旨在检查屏幕时间与学业成绩之间的关联，并通过探索该关联是否受屏幕时间类型和家庭社会经济地位的调节来扩展当前的研究。参与者是来自澳大利亚和新西兰的 651 名儿童（M_年龄 = 10.09，SD = 3.64）。参与者完成了学业成绩测试，家长报告了屏幕时间活动。家庭作业，而不是睡眠，与更好的学业成绩有关。教育电视观看 (TV)，而不是娱乐电视，与较低的学业成绩有关。社会经济地位调节了教育电视与学业成就之间的关联（B = -.29，p = .007）。结果表明，虽然屏幕时间类型似乎确实与学业成绩有关，但该机制似乎特定于社会经济地位较高的家庭。