屏幕时间和标准化学术成绩测试在小学
Xuedi Li1, Charles D Keown-Stoneman2,3, Jessica A Omand4
1Child Health Evaluative Sciences, The Hospital for Sick Children, Toronto, Ontario, Canada.
JAMA network open
|October 10, 2025
概括
幼儿过度使用屏幕时间与小学阅读和数学学业成绩较低有关. 减少屏幕时间可能会改善儿童的教育成果.
科学领域:
- 儿科初级保健研究研究.
- 童年发展研究研究童年发展研究.
- 教育心理学教育心理学
背景情况:
- 关于各种类型的屏幕时间对儿童学业成功的长期影响的研究有限.
- 了解这些关联对于开发有针对性的干预措施至关重要.
研究的目的:
- 研究幼儿时代不同形式的屏幕时间与小学学业绩之间的纵向关系.
- 评估与等级3和6标准化测试结果的关联.
主要方法:
- 这是一项前性队列研究,涉及来自TARGet Kids的3322名三年级和2084名六年级学生! 在加拿大安大略省的一个队列.
- 父母报告的屏幕时间数据 (总数,电视/数字媒体,视频游戏) 与阅读,写作和数学的省级标准化成就测试成绩有关.
- 用调整的比例赔率模型来分析这些关联.
主要成果:
- 每增加一小时的屏幕时间,就会降低9-10%的第三年级的阅读和数学以及六年级的数学学业水平.
- 较高的电视和数字媒体使用与3年级阅读/数学和6年级数学成绩较低相关.
- 视频游戏的使用与三年级阅读成绩较低有关,特别是在女学生中.
结论:
- 幼儿的总屏幕时间和电视/数字媒体消费量增加与小学学业绩下降有关.
- 研究结果表明,需要采取早期干预措施,旨在减少屏幕使用时间,以促进更好的学业成果.
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