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Does Childhood Television Viewing Lead to Attention Problems in Adolescence? Results From a Prospective Longitudinal Study
Abstract
CONTEXT: There is controversy over whether childhood television viewing causes attention problems. The findings from cross-sectional and longitudinal studies have been mixed. To our knowledge, no longitudinal studies have assessed the impact of children's television viewing on attention problems in adolescence. The objective of this study was to assess this association. DESIGN, PARTICIPANTS, AND SETTING: Study members were a general population birth cohort of 1037 participants (502 female) born in Dunedin, New Zealand, between April 1972 and March 1973. Parental estimates of children's television-viewing time were obtained at ages 5, 7, 9, and 11 years. Self-, parent-, and teacher-reported attention problems in adolescence were obtained at ages 13 and 15 years. RESULTS: The mean of hours of television viewing during childhood was associated with symptoms of attention problems in adolescence. These associations remained significant after controlling for gender, attention problems in early childhood, cognitive ability at 5 years of age, and childhood socioeconomic status. This association was also independent of adolescent television viewing. CONCLUSIONS: Childhood television viewing was associated with attention problems in adolescence, independent of early attention problems and other confounders. These results support the hypothesis that childhood television viewing may contribute to the development of attention problems and suggest that the effects may be long-lasting.
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“Television viewing in childhood (ages 5–11 years) has been linked with increased attentional problems in adolescence (13 and 15 years of age) [53]”
From Electronic media use and academic performance in late childhood: A longitudinal study (2020) · cites this paper as [53]
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Metadata
- Authors
- Landhuis, C. E., Poulton, R., Welch, D., & Hancox, R. J.
- Affiliations
- University of Otago (NZ)
- Venue
- PEDIATRICS
- Publisher
- American Academy of Pediatrics (AAP)
- Published
- 2007-09-01
- Volume
- 120
- Issue
- 3
- Pages
- 532-537
- ISSN
- 0031-4005 (ISSN-L)
- 1098-4275
- OpenAlex
- W2116891150
- Cited by
- 209
- References
- 38
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 9 · 2023: 9 · 2022: 18 · 2021: 15 · 2020: 10 · 2019: 12 · 2018: 9 · 2017: 11 · 2016: 4 · 2015: 13 · 2014: 18 · 2013: 11 · 2012: 18
- FWCI
- 39.50
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- PEDIATRICS (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Health Research Council of New Zealand
- Topics
- Social Sciences › Education › Child Development and Digital Technology
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- attention deficits, adolescence, media influence, attention deficit hyperactivity disorder, longitudinal cohort, Dunedin birth cohort, socioeconomic status, cognitive ability, gender differences
- MeSH terms
- Adolescent, Adult, Attention, Child, Child, Preschool, Female, Humans, Longitudinal Studies, Male, New Zealand, Prospective Studies, Psychometrics, Surveys and Questionnaires, Television, Logistic Models
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.
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