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.