Cited by 68Child Development and Digital TechnologyEarly Childhood Education and DevelopmentChild and Adolescent Psychosocial and Emotional Development

Family socioeconomic status moderates associations between television viewing and school readiness skills.

Ribner, Andrew, Fitzpatrick, Caroline, Blair, Clancy·2017·Journal of Developmental & Behavioral Pediatrics

Abstract

OBJECTIVE: We examined whether the negative relation between television viewing that exceeds the recommendations of the American Academy of Pediatrics (AAP) and school readiness varied by family income. METHODS: Data were collected from 807 children from diverse backgrounds. Parents reported hours of television viewing, as well as family income. Children were assessed using measures of math, knowledge of letters and words, and executive function (EF). RESULTS: Television viewing was negatively associated with math and EF but not with letter and word knowledge. An interaction between television viewing and family income indicated that the effect of television viewing in excess of the AAP recommended maximum had negative associations with math and EF that increased as a linear function of family income. Furthermore, EF partially mediated the relation between television viewing and math. CONCLUSION: Television viewing is negatively associated with children's school readiness skills, and this association increased as family income decreased. Active efforts to reinforce AAP guidelines to limit the amount of television children watch should be made, especially for children from middle- to lower-income families.

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Crossref · 10.1097/dbp.0000000000000425

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  • Our results concur with previous research showing an inverse association of television viewing with composite scores, language, and mathematics.

    “Regarding the association between the duration of individual screen-based activities and academic performance, our results concur with previous research showing an inverse association of television viewing with composite scores, 29,64,66,71 language, 59,67 and mathematics.59,77”
  • Sensitivity analyses suggested that the pooled effect size for the association between television viewing and language was slightly modified when data from several studies were removed, with effect size ranging from -0.21 to -0.13.

    “Sensitivity analyses suggested that the pooled effect size estimation for the association between television viewing and language was slightly modified when data from several studies were removed, with effect size ranging from -0.21 to -0.13.25,34,55,57,59,60,67”

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Authors
Ribner, A., Fitzpatrick, C., & Blair, C.
Affiliations
  • New York University (US)
  • Université Sainte-Anne (CA)
Corresponding author
  • Ribner, Andrew
  • Blair, Clancy
Venue
Journal of Developmental & Behavioral Pediatrics
Published
2017-04
Volume
38
Issue
3
Pages
233-239
ISSN
0196-206X (ISSN-L)
OpenAlex
W2589511367
Cited by
68
References
34
Citations by year
2026: 3 · 2025: 3 · 2024: 14 · 2023: 8 · 2022: 13 · 2021: 10 · 2020: 7 · 2019: 3 · 2018: 4 · 2017: 3
FWCI
16.59
Type
journal article
Language
en
Open access
closed
Locations
  • Journal of Developmental & Behavioral Pediatrics (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Education › Child Development and Digital Technology
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Keywords
television viewing, school readiness, family socioeconomic status, household income, executive function, mathematical skills, mediation, children
MeSH terms
Child, Child Development, Child, Preschool, Educational Measurement, Family, Female, Humans, Male, Schools, Social Class, Television, Executive Function

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