Electronic media use and academic performance in late childhood: A longitudinal study
Open accessAbstract
INTRODUCTION: The effects of electronic media use on health has received much attention but less is known about links with academic performance. This study prospectively examines the effect of media use on academic performance in late childhood. MATERIALS AND METHODS: 1239 8- to 9-year-olds and their parents were recruited to take part in a prospective, longitudinal study. Academic performance was measured on a national achievement test at baseline and 10-11 years of age. Parents reported on their child's duration of electronic media use. RESULTS: After control for baseline reading, watching more than two hours of television per day at 8-9 years of age predicted a 12-point lower performance in reading at 10-11 years, equivalent to the loss of a third of a year in learning. Using a computer for more than one hour a day predicted a similar 12-point lower numeracy performance. Regarding cross-sectional associations (presumed to capture short-term effects) of media use on numeracy, after controlling for prior media exposure, watching more than two hours of television per day at 10-11 years was concurrently associated with a 12-point lower numeracy score and using a computer for more than one hour per day with a 13-point lower numeracy performance. There was little evidence for concurrent effects on reading. There was no evidence of short- or long-term associations between videogame use and academic performance. DISCUSSION: Cumulative television use is associated with poor reading and cumulative computer use with poorer numeracy. Beyond any links between heavy media use and health risks such as obesity, physical activity and mental health, these findings raise a possibility of additional risks of both television and computer use for learning in mid-childhood. These findings carry implications for parents, teachers and clinicians to consider the type and timing of media exposure in developing media plans for children.
AI snapshot
Written from the paper’s full text.
TL;DR
In a longitudinal Australian cohort of 1239 children, heavy television and computer use at 8–9 years predicted lower reading and numeracy scores at 10–11 years after adjustment for baseline performance. Video game use showed no association with academic performance.
Key findings
- Watching more than 2 hours of TV per day at grade 3 predicted a 12.5-point lower grade 5 reading score (β = -12.5, 95% CI: -24.1 to -0.8), described as approximately a 4-month delay in learning; results were similar after further adjustment for SDQ and BMI.
- Using a computer for more than 1 hour per day at grade 3 predicted a 12.6-point lower grade 5 numeracy score (β = -12.6, 95% CI: -23.4 to -1.7), also described as approximately a 4-month delay.
- Concurrently at grade 5, watching more than 2 hours of TV per day was associated with a 12.4-point lower numeracy score (β = -12.4, 95% CI: -21.6 to -3.1), and using a computer for more than 1 hour per day with a 13.3-point lower numeracy score (β = -13.3, 95% CI: -23.8 to -2.8); after adjusting for grade 3 media use, the TV and computer associations with numeracy remained (β = -12.3 and -11.3, respectively).
- There was no evidence of short- or long-term associations between video game use and reading or numeracy performance.
Methods
- Data came from waves 1–3 of the Childhood to Adolescence Transition Study (CATS): 1239 grade 3 children aged 8–9 years from 43 primary schools in metropolitan Melbourne, followed to grade 5 at 10–11 years; NAPLAN reading and numeracy data were linked for 1153 children (93%) whose parents provided additional consent.
- Parents reported daily hours of TV/DVD viewing, video game playing, and computer use; exposures were categorised, and linear generalised estimating equations with exchangeable correlation within school and robust standard errors were used, with separate models for each media type.
- Models adjusted for child sex, age, SES, and baseline NAPLAN score; additional models adjusted for SDQ total score and BMI z-score, and cross-sectional models also adjusted for grade 3 media use. Multiple imputation with 20 datasets handled missing data.
Limitations
- The paper states that only 54% of invited parents provided active consent, the sample was skewed toward higher SES, media use was parent-reported with possible misreporting, parenting style was unmeasured, media content was not captured, media use was device-based and increasingly fragmented/multitasked, and smartphone use was not measured.
- The paper also notes that parents are generally reliable informants for this age group, but the observational design and reliance on parent report leave room for residual confounding and measurement error.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
0 of 30 cited sources checked · 0 supported · 0 flagged
- Findingown data
In children aged 10-11 years, after controlling for prior media exposure, using a computer for more than 1 hour per day at grade 5 was concurrently associated with a lower grade 5 NAPLAN numeracy score (β = -13.3, 95% CI -23.8 to -2.8), approximately a 4-month delay.
“using a computer for more than one hour per day with a 13-point lower numeracy performance.”
- Also stated in: § Results · hedged
“There was also evidence to suggest an association between using a computer for more than 1 hour per day, compared with no computer use, and lower grade 5 NAPLAN numeracy scores (β = -13.3, 95% CI: -23.8to -2.8), a delay of approximately 4 months.”
Quote in the paperSubstantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
- Also stated in: § Results · hedged
- Findingown data
In children aged 10-11 years, after controlling for prior media exposure, watching more than 2 hours of television per day at grade 5 was concurrently associated with a lower grade 5 NAPLAN numeracy score (β = -12.4, 95% CI -21.6 to -3.1), approximately a 4-month delay.
“Regarding cross-sectional associations (presumed to capture short-term effects) of media use on numeracy, after controlling for prior media exposure, watching more than two hours of television per day at 10–11 years was concurrently associated with a 12-point lower numeracy score”
- Also stated in: § Results · plain
“There was evidence of an association between watching more than 2 hours of TV per day at grade 5 and lower grade 5 NAPLAN numeracy scores (β = -12.4, 95% CI: -21.6 to -3.1), a delay of approximately 4 months.”
Quote in the paperSubstantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
- Also stated in: § Results · plain
- Findingown data
In children aged 10-11 years, watching more than 2 hours of television per day at grade 5 was associated with a lower grade 5 NAPLAN reading score (β = -10.8, 95% CI -20.4 to -1.3), approximately a 3-month delay, compared with watching 1 hour or less.
“Children who watched between 1–2 hours of TV per day and those who watched more than two hours per day in grade 5 on average had a lower grade 5 NAPLAN reading score compared with those who watched 1 hour or less (β = -9.4, 95% CI: -19.0 to 0.3; β = -10.8, 95% CI = -20.4 to -1.3, respectively (a delay of approximately 3 months)).”
Quote in the paperSubstantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
- Findingown data
In children aged 8-9 years, watching more than 1 hour to 2 hours of television per day at grade 3 was associated with a smaller, non-significant lower grade 5 NAPLAN reading score (β = -7.2, 95% CI -18.2 to 3.8) compared with watching 1 hour or less.
“Smaller negative effects were observed for watching TV for > 1 hour to ≤ 2 hours per day at grade 3 on grade 5 NAPLAN reading (β = -7.2, 95% CI = -18.2 to 3.8)”
Quote in the paperNot a substantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
- Findingown data
In children aged 8-9 years, using a computer for 1 hour or less per day at grade 3 was associated with a smaller, non-significant lower grade 5 NAPLAN reading score (β = -1.6, 95% CI -10.6 to 7.3) compared with no computer use.
“Smaller negative effects were observed for using a computer for 1 hour or less at grade 3 on grade 5 reading (β = -1.6, 95% CI = -10.6 to 7.3)”
Quote in the paperNot a substantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
- Findingown data
There was no evidence of short- or long-term associations between videogame use and academic performance.
“There was no evidence of short- or long-term associations between videogame use and academic performance.”
- Also stated in: § Results · plain
“Associations between time spent playing video games at grade 3 and NAPLAN reading or numeracy scores at grade 5 were very small.”
- Also stated in: § Results · hedged
“There was no evidence to suggest playing video games at grade 5 was associated with either NAPLAN reading or numeracy scores at grade 5.”
Quote in the paperSubstantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
- Also stated in: § Results · plain
- Findingown data
In children aged 10-11 years, watching 1-2 hours of television per day at grade 5 was associated with a lower grade 5 NAPLAN reading score (β = -9.4, 95% CI -19.0 to 0.3) compared with watching 1 hour or less.
“Children who watched between 1–2 hours of TV per day and those who watched more than two hours per day in grade 5 on average had a lower grade 5 NAPLAN reading score compared with those who watched 1 hour or less (β = -9.4, 95% CI: -19.0 to 0.3; β = -10.8, 95% CI = -20.4 to -1.3, respectively (a delay of approximately 3 months)).”
Quote in the paperSubstantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
- Findingown data
In children aged 8-9 years, using a computer for more than 1 hour per day at grade 3 was associated with a smaller, non-significant lower grade 5 NAPLAN reading score (β = -7.9, 95% CI -19.5 to 3.7) compared with no computer use.
“and for using a computer for more than 1 hour at grade 3 on grade 5 reading scores (β = -7.9, 95% CI = -19.5 to 3.7).”
Quote in the paperNot a substantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
- Findingown data
In children aged 8-9 years, watching more than 2 hours of television per day at grade 3 predicted a lower grade 5 NAPLAN reading score (β = -12.5, 95% CI -24.1 to -0.8) compared with watching 1 hour or less, after adjustment for child sex, age, SES, and baseline reading.
“After control for baseline reading, watching more than two hours of television per day at 8–9 years of age predicted a 12-point lower performance in reading at 10–11 years, equivalent to the loss of a third of a year in learning.”
- Also stated in: § Results · hedged
“The findings suggest that children who watched more than 2 hours of TV per day in grade 3 on average had a lower grade 5 NAPLAN reading score (when adjusted for child sex, child age, SES, and baseline academic performance) compared with those who watched 1 hour or less (β = -12.5, 95% CI: -24.1 to -0.8).”
Quote in the paperSubstantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
- Also stated in: § Results · hedged
- Findingown data
In children aged 8-9 years, watching more than 1 hour to 2 hours of television per day at grade 3 was associated with a smaller, non-significant lower grade 5 NAPLAN numeracy score (β = -8.1, 95% CI -17.2 to 1.1) compared with watching 1 hour or less.
“and numeracy scores (β = -8.1, 95% CI = -17.2 to 1.1)”
Quote in the paperNot a substantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
- Findingown data
In children aged 8-9 years, watching more than 2 hours of television per day at grade 3 was associated with a smaller, non-significant lower grade 5 NAPLAN numeracy score (β = -6.1, 95% CI -15.9 to 3.7) compared with watching 1 hour or less.
“and also for watching more than 2 hours per day at grade 3 on grade 5 NAPLAN numeracy scores (β = -6.1, 95% CI: -15.9 to 3.7).”
Quote in the paperNot a substantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
- Findingown data
In children aged 8-9 years, using a computer for more than 1 hour per day at grade 3 predicted a lower grade 5 NAPLAN numeracy score (β = -12.6, 95% CI -23.4 to -1.7) compared with no computer use, after adjustment for child sex, age, SES, and baseline numeracy.
“Using a computer for more than one hour a day predicted a similar 12-point lower numeracy performance.”
- Also stated in: § Results · plain
“Children who used a computer for more than 1 hour per day compared with those who did not spend time using a computer, on average had a lower NAPLAN numeracy score (β = -12.6, 95% CI: -23.4 to -1.7, an approximate 4 month delay in learning).”
Quote in the paperSubstantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
- Also stated in: § Results · plain
- Findingown data
The patterns of association remained similar after controlling for mental health difficulties and BMI.
“These patterns of association remained similar after controlling for mental health difficulties and BMI.”
Quote in the paperNot a substantial claim - Findingown data
There was no association between video game use and academic performance in this sample.
“We found no relationship between video game use and academic performance.”
- Also stated in: § Discussion · plain
“We found no association between video games and academic performance”
Quote in the paperSubstantial claim - Also stated in: § Discussion · plain
- Findingown data
After adjusting for grade 3 media use, the associations between grade 5 television watching and grade 5 reading scores were no longer apparent.
“All of the associations observed in Table 3 with regards to NAPLAN reading scores were no longer apparent after adjusting for grade 3 media use.”
Quote in the paperSubstantial claim - Findingown data
Grade 5 computer use for more than 1 hour per day was associated with lower grade 5 numeracy scores even after controlling for baseline academic performance and baseline media use.
“| > 1 hour | -11.3 | -22.0 to -0.6 | 0.04 | -11.7 | -22.4 to -1.0 | 0.03 | -11.7 | -22.4 to -1.0 | 0.03 |”
- Also stated in: § Discussion · plain
“Using a computer for more than an hour was associated with a lower numeracy performance, an association that again remained after control for prior media use”
Quote in the paperSubstantial claim - Also stated in: § Discussion · plain
- Findingown data
For children who watched more than two hours of television per day at 8-9 years of age, there was a modest decrease in reading performance at 10-11 years of age.
“For children who watched more than two hours of television per day at 8–9 years of age there was a modest decrease on reading performance at 10–11 years of age”
Quote in the paperSubstantial claim - Findingown data
Participants in the current study spent between two to three times longer watching television compared with playing video games or using computers.
“Also, in the current study, participants spent between two to three times longer watching television compared with playing video games or using computers”
Quote in the paperSubstantial claim - Findingown data
In cross-sectional analyses, watching more than 2 hours of television per day at grade 5 was associated with lower grade 5 reading performance, after controlling for baseline academic performance.
“| > 2 hours | -10.8 | -20.4 to -1.3 | 0.03 | -11.4 | -20.7 to -2.0 | 0.02 | -11.6 | -21.1 to -2.1 | 0.02 |”
- Also stated in: § Discussion · plain
“In cross-sectional analyses, watching between one and two hours or two plus hours of television was associated with a decrease in reading performance.”
Quote in the paperNot a substantial claim - Also stated in: § Discussion · plain
- Findingown data
Grade 5 computer use for more than 1 hour per day was not associated with grade 5 reading scores after controlling for baseline academic performance and baseline media use.
“| > 1 hour | -5.4 | -17.5 to 6.8 | 0.38 | -5.7 | -17.7 to 6.3 | 0.35 | -5.8 | -17.8 to 6.2 | 0.34 |”
- Also stated in: § Discussion · plain
“Higher levels of computer use were associated with poorer numeracy performance but not reading performance.”
Quote in the paperSubstantial claim - Also stated in: § Discussion · plain
- Premisecitation
Most existing studies have used global measures of academic performance.
“Most existing studies have used global measures of academic performance [3, 37], but patterns of association may differ according to the domain of academic performance measured.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites [3] RJ Hancox, 2004, Association between child and adolescent television viewing and adult health: a longitudinal birth cohort study, The Lancet source
Not checked in the free run.
- cites [37] K Corder, 2015, Revising on the run or studying on the sofa: prospective associations between physical activity, sedentary behaviour, and exam results in British adolescents, Int J Behav Nutr Phys Act source
Not checked in the free run.
- Premisecitation
There is evidence that in this age group parents are reliable informants.
“However, there is evidence that in this age group parents are reliable informants [25].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [25] DL Borzekowski, 2005, The remote, the mouse, and the no. 2 pencil: the household media environment and academic achievement among third grade students, Arch Pediatr Adolesc Med source
Not checked in the free run.
- Study design and conductown data
The study used a prospective longitudinal design with data from waves one, two and three of the Childhood to Adolescence Transition Study (CATS).
“Data for this study were drawn from waves one (conducted in 2012), two (2013) and three (2014) of the Childhood to Adolescence Transition Study (CATS). This is a longitudinal cohort study with a broad focus on health, education and social adjustment as children transition through puberty.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [44] LK Mundy, 2013, Study protocol: the Childhood to Adolescence Transition Study (CATS), BMC Pediatrics source
Not checked in the free run.
- Interpretationown data
Heavy television use predicted a loss of reading of four months relative to peers two years later.
“we found that heavy television use predicted a loss of reading of four months relative to peers two years later”
Quote in the paperSubstantial claim- Rests on an assumption: NAPLAN score differences can be interpreted as months or years of learning.
- Premisecitation
No studies have examined academic performance across multiple domains using national tests of achievement.
“Brief teacher or even student self-report global measures of academic performance have been frequently examined in previous research [31, 39], but no studies have examined academic performance across multiple domains using national tests of achievement.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites [31] D Romer, 2013, Older versus newer media and the well-being of United States youth: results from a national longitudinal panel, Journal of Adolescent Health source
Not checked in the free run.
- cites [39] I Sharif, 2006, Association between television, movie, and video game exposure and school performance, Pediatrics source
Not checked in the free run.
- Premisecitation
Very few longitudinal studies have examined the relationship between electronic media use and academic performance.
“Finally, very few longitudinal studies have examined the relationship between electronic media use and academic performance and furthermore, most studies have failed to control for prior academic performance [1].”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [1] M Adelantado-Renau, 2019, Association between screen media use and academic performance among children and adolescents: a systematic review and meta-analysis, JAMA Pediatrics source
Not checked in the free run.
- Interpretationown data
Heavy computer use predicted a similar loss in numeracy two years later.
“heavy computer use predicted a similar loss in numeracy two years later.”
Quote in the paperSubstantial claim- Rests on an assumption: NAPLAN score differences can be interpreted as months or years of learning.
- Premisecitation
Some evidence from cognitive neuroscience suggests stronger links between early attention and mathematical skills than early attention and reading skills.
“Some evidence from cognitive neuroscience suggests stronger links between early attention and mathematical skills than early attention and reading skills [57].”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [57] C Blair, 2007, Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten, Child development source
Not checked in the free run.
- Study design and conductcitation
NAPLAN results in the analysis sample aligned well with results for the Victoria metropolitan area presented in national reports.
“NAPLAN results in the analysis sample aligned well with results for the Victoria metropolitan area presented in national reports (grade 3 reading 436.2 vs. 440.8 in CATS; grade 3 numeracy 412.8 vs. 418.6 in CATS; grade 5 reading 512.7 vs. 521.5 in CATS; grade 5 numeracy 500.3 vs. 503.5 in CATS) [45, 51].”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [45] Australian Curriculum Assessment and Reporting Authority. 2012, NAPLAN Achievement in Reading, Persuasive Writing, Language Conventions and Numeracy: National Report for 2012. Sydney, Australia 2012.
Not checked in the free run.
- cites [51] Australian Curriculum Assessment and Reporting Authority. 2014, NAPLAN Achievement in Reading, Persuasive Writing, Language Conventions and Numeracy: National Report for 2014. Sydney, Australia; 2014.
Not checked in the free run.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Premisecitation
Most studies have failed to control for prior academic performance.
“Finally, very few longitudinal studies have examined the relationship between electronic media use and academic performance and furthermore, most studies have failed to control for prior academic performance [1].”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [1] M Adelantado-Renau, 2019, Association between screen media use and academic performance among children and adolescents: a systematic review and meta-analysis, JAMA Pediatrics source
Not checked in the free run.
- Interpretationreasoning
The discrepancies between studies and the conflicting findings between numeracy and reading performance may in part result from how computers were being used.
“The discrepancies between studies and our conflicting findings between numeracy and reading performance may in part result from how computers were being used.”
Quote in the paperNot a substantial claim - Interpretationown data
The greater time spent watching television compared with video games or computers may explain the associations between television viewing and academic performance.
“which may explain our findings of associations between television viewing and academic performance.”
Quote in the paperSubstantial claim - Interpretationown data
It is cumulative rather than concurrent media use that is associated with declines in reading performance.
“suggesting that it is cumulative rather than concurrent media use which is associated with declines in reading performance.”
Quote in the paperSubstantial claim - Study design and conductnone given
The study had a large sample size.
“The strengths of this study include the large sample size and longitudinal design”
Quote in the paperNot a substantial claim - Study design and conductnone given
The sample was skewed towards higher SES.
“and the sample was skewed towards higher SES.”
Quote in the paperNot a substantial claim
- The quote only partly states this claim. 4
- Classified as probably not a substantial claim. 21
- May combine two claims. 10
The quote only partly states this claim.
Findingown dataIn children aged 8-9 years, using a computer for 1 hour or less per day at grade 3 was associated with a smaller, non-significant lower grade 5 NAPLAN numeracy score (β = -4.7, 95% CI -12.3 to 3.0) compared with no computer use.
“and numeracy (β = -4.7, 95% CI = -12.3 to 3.0) scores at grade 5”
Quote in the paperNot a substantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
The quote only partly states this claim.
Findingown dataThere was little evidence for concurrent (cross-sectional) effects of media use on reading at grade 5 after controlling for prior media exposure.
“There was little evidence for concurrent effects on reading.”
Quote in the paperSubstantial claim- Rests on an assumption: Parent-reported electronic media use accurately measures children's actual media use.
- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
- Rests on an assumption: No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
The quote only partly states this claim.
Findingown dataGrade 5 television watching for more than 2 hours per day was associated with lower grade 5 numeracy scores even after controlling for baseline academic performance and baseline media use.
“| > 2 hours | -12.3 | -22.7 to -1.9 | 0.02 | -13.1 | -23.3 to -2.8 | 0.01 | -13.1 | -23.3 to -2.9 | 0.01 |”
- Also stated in: § Discussion · plain
“Watching more than two hours of television per day in grade 5 was also associated with lower numeracy even after controlling for prior media use”
Quote in the paperSubstantial claim- Also stated in: § Discussion · plain
The quote only partly states this claim.
Findingown dataIn cross-sectional analyses, watching between 1 and 2 hours of television per day at grade 5 was associated with lower grade 5 reading performance, after controlling for baseline academic performance.
“| > 1 and ≤ 2 hours | -9.4 | -19.0 to 0.3 | 0.06 | -9.8 | -19.5 to -0.2 | 0.05 | -9.9 | -19.5 to -0.2 | 0.05 |”
- Also stated in: § Discussion · plain
“In cross-sectional analyses, watching between one and two hours or two plus hours of television was associated with a decrease in reading performance.”
Quote in the paperNot a substantial claim- Also stated in: § Discussion · plain
Classified as probably not a substantial claim. May combine two claims.
PremisecitationTelevision viewing has been associated with poorer performance in mathematics but not reading achievement.
“For example, television viewing has been associated with poorer performance in mathematics but not reading achievement [38].”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [38] LS Pagani, 2010, Prospective associations between early childhood television exposure and academic, psychosocial, and physical well-being by middle childhood, Arch Pediatr Adolesc Med source
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductown dataThe cross-sectional analyses of grade 5 media use on grade 5 academic performance were additionally adjusted for grade 3 media use.
“We then built additional models for cross-sectional analyses, with the exposure being grade 5 media use, and with adjustment for grade 3 media use.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationHigher levels of television viewing have been shown to affect the prefrontal cortex (frontopolar), which is associated with intellectual ability in children and adolescents.
“Higher levels of television viewing have also been shown to affect the prefrontal cortex (frontopolar), which is associated with intellectual ability in children and adolescents [22].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [22] H Takeuchi, 2015, The impact of television viewing on brain structures: Cross-sectional and longitudinal analyses, Cerebral Cortex source
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductown dataThe analyses were further adjusted for emotional and behavioural problems (SDQ total score) and BMI z-score at grade 3.
“In a second set of models, a measure of behavioural and emotional symptoms (Strengths and Difficulties Questionnaire (SDQ) total score) was included, and in a third set of models body mass index (BMI) z-score was included.”
Quote in the paperNot a substantial claimMay combine two claims.
PremisecitationThese middle years are also a time when children's media use dramatically rises and children have growing autonomy over the media they consume.
“These middle years are also a time when children’s media use dramatically rises and children have growing autonomy over the media they consume [12].”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [12] YLR Chassiakos, 2016, Children and adolescents and digital media, Pediatrics source
Not checked in the free run.
Classified as probably not a substantial claim.
Study design and conductnone givenAcademic performance was measured using the National Assessment Programme-Literacy and Numeracy (NAPLAN) at grades 3 and 5.
“Academic performance was assessed at waves one and three (Grades 3 and 5) using the National Assessment Programme–Literacy and Numeracy (NAPLAN).”
Quote in the paperSubstantial claim- Rests on an assumption: NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenThe study measured several types of electronic media.
“measures of several types of electronic media”
Quote in the paperNot a substantial claimMay combine two claims.
InterpretationreasoningThe negative effects of long-term television viewing are consistent across reading but not numeracy.
“Our findings also suggest that the negative effects of long-term television viewing are consistent across reading but not numeracy.”
Quote in the paperSubstantial claimMay combine two claims.
InterpretationcitationComputer use may disrupt attention, which in turn impacts performance in numeracy.
“Computer use may disrupt attention, which in turn impacts performance in numeracy [58, 59].”
Quote in the paperSubstantial claim0 of 2 sources checked- cites [58] DA Christakis, 2004, Early television exposure and subsequent attentional problems in children, Pediatrics source
Not checked in the free run.
- cites [59] RA Barkley, 2004, Attention-deficit/hyperactivity disorder and self-regulation, Handbook of self-regulation
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationInsufficient sleep has been linked with deficits in academic performance.
“insufficient sleep has also been linked with deficits in academic performance [16].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [16] G Curcio, 2006, Sleep loss, learning capacity and academic performance, Sleep Med Rev source
Not checked in the free run.
Classified as probably not a substantial claim.
Study design and conductnone givenMedia content was not captured in the current study.
“Unfortunately, media content was not captured in the current study.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenThis study did not include a measure of smartphone use.
“This study did not include a measure of smartphone use”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Study design and conductcitationMultiple imputation with 20 complete data sets using chained equations was used to handle missing data and potential missing data biases.
“We used multiple imputation to deal with potential missing data biases, imputing 20 complete data sets using chained equations [50].”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [50] P Royston, 2011, Multiple imputation by chained equations (MICE): implementation in Stata, J Stat Softw source
Not checked in the free run.
- Rests on an assumption: Missing data are missing at random (MAR) for multiple imputation.
May combine two claims.
PremisecitationThe mid-primary school years are a time when academic difficulties are often first evident and predictive of later academic failure and school dropout.
“The mid-primary school years are a time when academic difficulties are often first evident [9, 10] and predictive of later academic failure and school dropout [11].”
Quote in the paperSubstantial claim0 of 3 sources checked- cites [9] KA Schonert-Reichl, 2013, Development and validation of the Middle Years Development Instrument (MDI): Assessing children’s well-being and assets across multiple contexts, Soc Indic Res source
Not checked in the free run.
- cites [10] Eccles JS. The development of children ages 6 to 14. The Future of Children. 9 1999. p. 30–44. source
Not checked in the free run.
- cites [11] R Balfanz, 2007, Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions, Educ Psychol source
Not checked in the free run.
Classified as probably not a substantial claim.
Study design and conductnone givenThe study linked with a standardised assessment of achievement.
“linkage with a standardised assessment of achievement”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductnone givenAn active parental consent process was employed at recruitment with only 54% of parents providing written consent.
“An active parental consent process was employed at recruitment with only 54% of parents providing written consent”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
PremisecitationThe relationship between electronic media use and academic performance is not clear.
“Although there have been some suggestions that media use may affect learning, the relationship with academic performance is not clear [1, 2].”
Quote in the paperSubstantial claim0 of 2 sources checked- cites [1] M Adelantado-Renau, 2019, Association between screen media use and academic performance among children and adolescents: a systematic review and meta-analysis, JAMA Pediatrics source
Not checked in the free run.
- cites [2] V Bell, 2015, The debate over digital technology and young people, BMJ source
Not checked in the free run.
Classified as probably not a substantial claim.
Study design and conductreasoningThe study had a longitudinal design.
“The strengths of this study include the large sample size and longitudinal design”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationTelevision viewing in childhood (ages 5-11 years) has been linked with increased attentional problems in adolescence (13 and 15 years of age).
“Television viewing in childhood (ages 5–11 years) has been linked with increased attentional problems in adolescence (13 and 15 years of age) [53]”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [53] CE Landhuis, 2007, Does childhood television viewing lead to attention problems in adolescence? Results from a prospective longitudinal study, Pediatrics source
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenThe study had a narrow age range focused in late childhood.
“narrow age range focused in late childhood”
Quote in the paperNot a substantial claimMay combine two claims.
PremisecitationTelevision viewing displaces activities such as homework, reading, physical activity and sleep.
“television viewing displaces activities such as homework, reading, physical activity and sleep [14, 52].”
Quote in the paperSubstantial claim0 of 2 sources checked- cites [14] JL Wiecha, 2001, Household television access: associations with screen time, reading, and homework among youth, Ambulatory Pediatrics source
Not checked in the free run.
- cites [52] D Dumuid, 2017, Academic performance and lifestyle behaviors in Australian school children: a cluster analysis, Health Educ Behav source
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationRates of smartphone use are fairly low with around one in four 8-11 year-olds owning their own phone according to a recent national survey.
“rates of smartphone use are fairly low with around one in four 8–11 year-olds owning their own phone according to a recent national survey [63].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [63] Australian Communications and Media Authority. Kids and mobiles: How Australian children are using mobile phones. Canberra, Australia; 2019.
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
InterpretationreasoningThe reasons why we did not find an effect of video game playing might include the relatively low levels of use in this sample and it is possible that parents regulate use in this young sample.
“The reasons why we did not find an effect of video game playing might include the relatively low levels of use in this sample and it is possible that parents regulate use in this young sample.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenParents reported on their child's media use with the possibility of misreporting.
“Parents reported on their child’s media use with the possibility of misreporting.”
Quote in the paperNot a substantial claimMay combine two claims.
PremisecitationTelevision viewing may be a marker of a less stimulating home environment, which is associated with poorer academic performance.
“Television viewing may be a marker of a less stimulating home environment [54], which is associated with poorer academic performance [55].”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites [54] T Gorely, 2004, Couch kids: correlates of television viewing among youth, International Journal of Behavioral Medicine source
Not checked in the free run.
- cites [55] EF Dubow, 1994, Effects of poverty and quality of the home environment on changes in the academic and behavioral adjustment of elementary school-age children, Journal of Clinical Child Psychology source
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationIn a study of 14-24-year-olds, television viewing was negatively associated with academic performance but internet use and game playing showed no association.
“In a study of 14-24-year-olds, television viewing was negatively associated with academic performance but internet use and game playing showed no association [31].”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [31] D Romer, 2013, Older versus newer media and the well-being of United States youth: results from a national longitudinal panel, Journal of Adolescent Health source
Not checked in the free run.
Classified as probably not a substantial claim.
Study design and conductown dataThe longitudinal analyses were adjusted for child sex, child age at grade 3, family SES at grade 3, and the corresponding baseline NAPLAN score at grade 3.
“Firstly, models were adjusted for child sex, child age (in years) (grade 3), SES (grade 3), and corresponding NAPLAN score (reading or numeracy) at grade 3.”
Quote in the paperSubstantial claim
The paper relies on this without support.
Parent-reported electronic media use accurately measures children's actual media use.
“Electronic media use was measured at grades three and five through parent report on items adapted from the Longitudinal Study of Australian Children.”
The paper relies on this without support.
NAPLAN reading and numeracy scores are valid and reliable measures of academic performance in the domains studied.
“This paper focuses on the reading and numeracy domains, as these are the most reliable domains.”
The paper relies on this without support.
Missing data are missing at random (MAR) for multiple imputation.
“We used multiple imputation to deal with potential missing data biases, imputing 20 complete data sets using chained equations [50].”
The paper relies on this without support.
No unmeasured confounding remains after adjustment for sex, age, SES, baseline academic performance, SDQ, and BMI.
“To control for confounding the following variables, chosen a priori on theoretical grounds, were included in analyses: sex, child’s age (at grade 3) and family SES (at grade 3) [46].”
The paper relies on this without support.
NAPLAN score differences can be interpreted as months or years of learning.
“corresponding to a delay of around four months in learning”
“equivalent to the loss of a third of a year’s learning”
“equivalent to a loss in learning of around four months”
The paper relies on this without support.
The study is one of the first longitudinal studies to examine the relationship with academic performance in late childhood.
“In one of the first longitudinal studies to examine the relationship with academic performance in late childhood”
The paper relies on this without support.
The study is the first large population-based study to examine the association between media use and academic performance across two points in time in childhood using a national test of achievement.
“To our knowledge, this is the first large population-based study to examine the association between media use and academic performance across two points in time in childhood using a national test of achievement.”
The paper relies on this without support.
The NAPLAN assessment is a valid measure of academic performance.
“using a national test of achievement”
“linkage with a standardised assessment of achievement”
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?
A large longitudinal study found that watching TV and using computers both led to worse school performance, but there were no short- or long-term effects from playing video games.
“A large longitudinal study found that watching TV and using computers both led to worse school performance, but there were no short- or long-term effects from playing video games15.”
From The impact of digital media on children’s intelligence while controlling for genetic differences in cognition and socioeconomic background (2022) · cites this paper as [15]
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- Authors
- Mundy, L. K., Canterford, L., Hoq, M., Olds, T., Moreno-Betancur, M., Sawyer, S., Kosola, S., & Patton, G. C.
- Affiliations
- The University of Melbourne (AU)
- Murdoch Children's Research Institute (AU)
- University of Helsinki (FI)
- Corresponding author
- Mundy, Lisa K.
- Venue
- PLOS ONE
- Publisher
- Public Library of Science (PLoS)
- Published
- 2020-09-02
- Volume
- 15
- Issue
- 9
- Pages
- e0237908
- ISSN
- 1932-6203 (ISSN-L)
- PMC
- PMC7467319
- OpenAlex
- W3081758021
- Semantic Scholar
- aa09e2929303cf71a15e01e7e54d7b3e07415466
- Cited by
- 54
- References
- 59
- Citations by year
- 2026: 4 · 2025: 11 · 2024: 8 · 2023: 6 · 2022: 13 · 2021: 10 · 2020: 2
- FWCI
- 11.76
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- PLoS ONE (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- UniSA Research Outputs Repository (University of South Australia) (submittedVersion, other-oa)
- Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Figshare (submittedVersion, cc-by)
- Työväentutkimus Vuosikirja (submittedVersion)
- Minerva Access (University of Melbourne) (submittedVersion, cc-by)
- Funders
- National Health and Medical Research Council (1010018)
- Invergowrie Foundation
- Topics
- Social Sciences › Education › Child Development and Digital Technology
- Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
- Health Sciences › Medicine › Physiology › Physical Activity and Health
- Keywords
- electronic media use, academic performance, television viewing, computer use, reading achievement, numeracy, late childhood, media exposure, learning loss, screen time
- MeSH terms
- Academic Performance, Child, Electronics, Female, Humans, Longitudinal Studies, Male
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