Suchergebnisse

The reciprocal relationship between media use & academic achievement among US high school students was examined using samples of 2,500-5,000 Rs from the first 2 years of the High School & Beyond project, a national longitudinal study of secondary education, including a battery of tests to assess academic achievement. The major hypothesis of the study was that TV influences achievement negatively as it displaces other, more beneficial activities. In contrast, it was proposed that reading would have a positive impact on achievement. It was also hypothesized that achievement negatively influences TV use & positively influences reading. Using multiple regression in a cross-lagged model, no clear support was found for the hypotheses of negative effects of TV on achievement, the process of displacement, or selection according to achievement. The estimates of TV's effects on achievement & achievement's effects on TV use were consistently, but not significantly, negative. Evidence also supported the hypotheses of positive effects on reading achievement & selection by those with higher reading achievement. It is concluded that while TV is not directly detrimental to high school achievement, it is relatively unbeneficial when compared with reading for pleasure. 4 Tables, 1 Figure, 53 References. AA