Screen media and academic performance in the seventh graders

Abstract

Background Excessive screen media exposures have many negative impacts on children, including academic performance. Studies on the impacts of screen media on academic performance have been limited, especially in Indonesia. Objective To assess screen media use and academic performance of7th graders in a junior high school, and to evaluate other factors potentially affecting student academic performance. Methods This was a cross-sectional study using surveys, questionnaires, and 12-day logbooks, conducted from May to July 2012. Students were 129 students in the 7,h grade of Junior High Sch ool 115 in Jakarta and selected by consecutive sampling. Chi square test and multivariate analyses with logistic regression calculations were used for statistical analysis. Results The prevalences of students using screen media for > 2 hours per day were 39.5% on weekdays and 64.3% on weekends. The prevalence of students using screen media that was not appropriate for their age was 69% on weekdays and 63.6% on weekends. Screen media content on weekdays and weekends had no impact on academic performance (OR 0.56; 95%CI 0.26 to 1.20; P=0.136 and OR 0.97; 95%CI 0.47 to 1.00; P=0.934, respectively) . In addition, the duration of screen media use on weekdays and weekends had no association with academic performance (OR 0.60; 95%CI 0.30 to 1.23; P=0.161 and OR 0.90; 95%CI 0.44 to 1.86; P=0.782, respectively). Factors significantly associated with students' above average academic performance were female gender (OR 3 .26; 95%CI 1.38 to 7.74; P=0.007), superior intelligence quotient (IQ) compared to average IQ (OR 4.63; 95%CI 1.66 to 12.9; P=0.003), highly superior IQ compared to average IQ (OR 5.45; 95%CI 1.51 to 19.64; P=0.009), as well as achievement motivation and existence of learning strategy, including intermediate vs. low motivation (OR 4.09; 95%CI 1.14 to 14.7 ; P=0.031), and high vs . low motivation (OR61.1; 95%CI 7.42 to 502.95; P<0.001); lack of emotional and behavioral problems (OR 0.45; 95%CI 0.37-0.54; P= 0.01); and democratic parenting style (OR 0.45; 95%CI 0.37 to 0.55; P=0.022). Conclusion There is no association between screen media use and academic performance in junior high school students. Factors significantly associated with above average academic performance are female gender, superior and very superior IQ score, middle and high achievement motivation and learning strategy, lack of emotional and behavioral problems, and democratic parenting style.

Keywords

• screen media, academic performance, student