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Type of screen time and academic achievement in children from Australia and New Zealand: interactions with socioeconomic status.

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Title: Type of screen time and academic achievement in children from Australia and New Zealand: interactions with socioeconomic status.
Authors: Skvarc, David R.1 (AUTHOR) dskvarc@deakin.edu.au, Penny, Anne1 (AUTHOR), Harries, Travis1 (AUTHOR), Wilson, Christopher2,3 (AUTHOR), Joshua, Nicki2 (AUTHOR), Byrne, Linda K.1 (AUTHOR)
Source: Journal of Children & Media. Nov 2021, Vol. 15 Issue 4, p509-525. 17p.
Subject Terms: *Socioeconomic status, *Academic achievement, *Academic achievement testing, Performance in children, Television viewing
Geographic Terms: New Zealand, Australia
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 (Mage = 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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Children & Media is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 154140554
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Type of screen time and academic achievement in children from Australia and New Zealand: interactions with socioeconomic status.
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  Data: <searchLink fieldCode="AR" term="%22Skvarc%2C+David+R%2E%22">Skvarc, David R.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dskvarc@deakin.edu.au</i><br /><searchLink fieldCode="AR" term="%22Penny%2C+Anne%22">Penny, Anne</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harries%2C+Travis%22">Harries, Travis</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wilson%2C+Christopher%22">Wilson, Christopher</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Joshua%2C+Nicki%22">Joshua, Nicki</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Byrne%2C+Linda+K%2E%22">Byrne, Linda K.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Children+%26+Media%22">Journal of Children & Media</searchLink>. Nov 2021, Vol. 15 Issue 4, p509-525. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement+testing%22">Academic achievement testing</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+in+children%22">Performance in children</searchLink><br /><searchLink fieldCode="DE" term="%22Television+viewing%22">Television viewing</searchLink>
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  Data: 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 (Mage = 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Children & Media is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/17482798.2021.1878045
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        Type: general
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      – SubjectFull: Academic achievement testing
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      – SubjectFull: Performance in children
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      – SubjectFull: Television viewing
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      – SubjectFull: New Zealand
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      – SubjectFull: Australia
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      – TitleFull: Type of screen time and academic achievement in children from Australia and New Zealand: interactions with socioeconomic status.
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              Text: Nov 2021
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