Screen Time and Standardized Academic Achievement Tests in Elementary School
Notice bibliographique
Résumé
Importance: Few studies have investigated the longitudinal associations between different types of screen time in young children and academic achievement in elementary school. Objective: To examine whether there is an association between screen time in young children and standardized academic achievement tests in grades 3 and 6. Design, Setting, and Participants: This prospective cohort study was conducted among children participating in the TARGet Kids! primary care cohort in Ontario, Canada, between July 2008 and June 2023. Participant data were linked to annual grades 3 and 6 provincial standardized academic achievement test results. Exposures: Parent-reported child total screen time, TV and digital media time, and video gaming time. The screen time measurement closest before the outcome was used. Main Outcomes and Measures: Academic achievement levels on standardized tests in reading, writing, and math for grades 3 and 6 were classified as below, at, or above the Ontario provincial standard. Results: This study included 3322 grade 3 children (mean [SD] age at test, 8.86 [0.28] years; 1714 [51.6%] male students) and 2084 grade 6 children (mean [SD] age at test, 11.86 [0.28] years; 1070 [51.3%] male students). Screen time was measured at mean (SD) age of 5.54 (2.36) years for grade 3 children and 7.54 (2.90) years for grade 6 children. From adjusted proportional odds models, each additional hour of total screen time was associated with 9% to 10% lower odds of achieving a higher academic level in grade 3 reading (odds ratio [OR], 0.91; 95% CI, 0.86-0.96; P = .001), grade 3 math (OR, 0.91; 95% CI, 0.86-0.96; P < .001), and grade 6 math (OR, 0.90; 95% CI, 0.84-0.96; P = .002). Similarly, higher TV and digital media time was associated with lower achievement levels in grade 3 reading and math and grade 6 math. Video game use was associated with lower achievement level in grade 3 reading (OR, 0.77; 95% CI, 0.62-0.94; P = .01). In the sex-stratified analysis, video game use among female students was associated with lower grade 3 reading and math achievement. Conclusions and Relevance: In this prospective cohort study of Canadian children recruited from primary care settings, high levels of total screen time and TV and digital media in young children were associated with lower achievement levels in reading and math on standardized tests in elementary school. Early interventions to reduce screen time exposure should be developed and tested to enhance academic achievement in elementary school.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».