CoChat
Sign Up
Cited by 128Child Development and Digital TechnologyImpact of Technology on AdolescentsEducational Methods and Impacts

The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.

The Remote, the Mouse, and the No. 2 Pencil: The Household Media Environment and Academic Achievement Among Third Grade Students

Borzekowski, Dina L. G., Robinson, Thomas N.·2005·Archives of Pediatrics & Adolescent Medicine
DOI 10.1001/archpedi.159.7.607
Open this paper in CoChat — free account

Abstract

BACKGROUND: Media can influence aspects of a child's physical, social, and cognitive development; however, the associations between a child's household media environment, media use, and academic achievement have yet to be determined. OBJECTIVE: To examine relationships among a child's household media environment, media use, and academic achievement. METHODS: During a single academic year, data were collected through classroom surveys and telephone interviews from an ethnically diverse sample of third grade students and their parents from 6 northern California public elementary schools. The majority of our analyses derive from spring 2000 data, including academic achievement assessed through the mathematics, reading, and language arts sections of the Stanford Achievement Test. We fit linear regression models to determine the associations between variations in household media and performance on the standardized tests, adjusting for demographic and media use variables. RESULTS: The household media environment is significantly associated with students' performance on the standardized tests. It was found that having a bedroom television set was significantly and negatively associated with students' test scores, while home computer access and use were positively associated with the scores. Regression models significantly predicted up to 24% of the variation in the scores. Absence of a bedroom television combined with access to a home computer was consistently associated with the highest standardized test scores. CONCLUSION: This study adds to the growing literature reporting that having a bedroom television set may be detrimental to young elementary school children. It also suggests that having and using a home computer may be associated with better academic achievement.

Overview

Integrity signals

Registry

Crossref · 10.1001/archpedi.159.7.607

Cites

26 of 26 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Flagged first, then by citations

Show all 26 references

Cited by

Sorted by citations

Items 101–128 of 128

Related

See all

Metadata

Authors
Borzekowski, D. L. G., & Robinson, T. N.
Affiliations
  • Johns Hopkins University (US)
  • Stanford University (US)
ORCID
Venue
Archives of Pediatrics & Adolescent Medicine
Publisher
American Medical Association (AMA)
Published
2005-07-01
Volume
159
Issue
7
Pages
607
ISSN
1072-4710 (ISSN-L)
DOI
10.1001/archpedi.159.7.607
OpenAlex
W2063990967
Cited by
128
References
26
Citations by year
2026: 2 · 2024: 4 · 2023: 4 · 2022: 2 · 2020: 3 · 2019: 5 · 2018: 4 · 2017: 8 · 2016: 9 · 2015: 8 · 2014: 9 · 2013: 7 · 2012: 11
FWCI
36.72
Type
journal article
Language
en
Open access
closed
Locations
  • Archives of Pediatrics and Adolescent Medicine (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • National Institutes of Health (5r01hl062224-03)
  • National Heart, Lung, and Blood Institute (R01 HL62224)
Topics
  • Social Sciences › Education › Child Development and Digital Technology
  • Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
  • Social Sciences › Education › Educational Methods and Impacts
Keywords
children's media use, academic performance, home computer access, elementary school students, standardized test scores, reading achievement, mathematics achievement, language arts achievement
MeSH terms
Achievement, Child, Cognition, Computers, Educational Measurement, Family Characteristics, Female, Humans, Male, Social Behavior, Television

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review