The Mediating Effects of Academic Performance between Screen Time, Executive Function Difficulty and School...

Area of Science:

• Child Psychology
• Educational Psychology
• Developmental Neuroscience

Background:

• Understanding factors influencing school adjustment is crucial for child development.
• Screen time and executive function difficulties are increasingly recognized as potential challenges.
• The mediating role of academic performance in these relationships requires further investigation.

Purpose of the Study:

• To examine the mediating effect of academic performance on the link between screen time and school adjustment.
• To investigate the mediating role of academic performance in the relationship between executive function difficulty and school adjustment.
• To analyze data from the 8th Panel Survey on Korean Children for robust findings.

Main Methods:

• Utilized secondary data from the 8th Panel Survey on Korean Children (N=1,031).
• Employed descriptive statistics, t-tests, ANOVA, Pearson correlation, and three-step multiple regression.
• Data collected from parents and teachers of participating students.

Main Results:

• Screen time demonstrated a full mediating effect on school adjustment via academic performance.
• Executive function difficulty exhibited a partial mediating effect on school adjustment through academic performance.
• Significant relationships were identified between the variables studied.

Conclusions:

• Academic performance is a critical factor mediating the impact of screen time and executive function challenges on school adjustment.
• Findings can inform the development of targeted interventions and programs to enhance school adjustment.
• This study provides valuable insights into the complex interplay of factors affecting children's school experiences.