Context: Studies investigating the relationship between television viewing and academic achievement have yielded conflicting results. Micha Razel attributed the inconsistent findings to a nonlinear relationship and suggested optimal viewing guidelines for children.
Purpose: The purpose of this study was to test a latent growth model constrained to reflect Razel’s optimal viewing times to evaluate the longitudinal relationship between television viewing and academic achievement.
Research Design: Data were collected from 17,565 children, aged 5–12 years, from the ECLS-K fifth-grade national database. Despite good model-to-data fit, parameter estimates for the relationship between television viewing and achievement were statistically nonsignificant.
Conclusions: Future research to address methodological concerns associated with large databases and differences in the relationship across groups appears warranted.
Executive Summary
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