Family socioeconomic status moderates associations between television viewing and school readiness skills.
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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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”
From Association Between Screen Media Use and Academic Performance Among Children and Adolescents: A Systematic Review and Meta-analysis (2019) · cites this paper as [59]
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”
From Association Between Screen Media Use and Academic Performance Among Children and Adolescents: A Systematic Review and Meta-analysis (2019) · cites this paper as [59]
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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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