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TV or your Degree: Televisions effects on academic success.

During early childhood (5-10) and adolescence (11-15), a lot of time

is spent watching the television. Excessive viewing can lead topsychological impacts that in turn bare influence on an individuals

ability to achieve academically later in life. Using accurate literature

from the fields of Psychology and Statistics (Including a 30 year

research project conducted at the University of Otago), this

summary will consider what adverse, long-term, academic effects

television viewing is having on our youth. Results of a longitudinal

birth cohort study (McNutt, Wu, Xue & Haftner, 2003) conducted by

(Hancox, Milne & Poulton, 2005) revealed that the mean time thatwas spent viewing television in childhood and adolescence was

positively correlated with leaving school without a qualification and

negatively correlated with obtaining a university level degree by age

26. The experiment showed extremely competent environmental

awareness taking risk ratios per hour of television viewing and

recognising impacts of gender and IQ, these modifications were

within a 95% confidence interval and contribute toward indisputable

evidence against the null hypothesis, that is: There is no correlation

between childhood television viewing and poor academic success.

(Hancox, Milne & Poulton, 2005) suggest men and women showed

similar results; these results were also consistent after adjustment

for IQ, gender, socioeconomic status and early childhood

behavioural problems. However, while it is evident from results that

television viewing during childhood and adolescence has adverse

associations with later educational achievement, the results aremore specific; adolescent viewing was shown to be a strong

predictor of leaving school without qualifications and childhood

viewing was shown to be a strong predictor of not obtaining a

university degree. (Williams, Haertel, Haertel & Walberg) It can be

concluded that through awareness and application of this study that

there is sufficient evidence to suggest that children should be kept

from excessive television viewing at young ages so as to promote a

healthy academic lifestyle.

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References:

Robert J. Hancox, MD; Barry J. Milne, MSc; Richie Poulton, PhD. c c

cc (2005) Association of Television Viewing During Childhood With

ccipoor Educational Achievement.JAMA Pediatrics, retrieved from

IiiiGoogle scholar.

P. A Williams, E. H Haertel, G. D Haertel, H. J Walberg.The Impact of

iiiiLeisure-Time Television on School Learning: A Research Synthesis.

iiiiAmerican Educational Research Journal.Retrieved from GoogleiiiiScholar.

McNutt LA, Wu C, Xue X, Haftner JP. (2003)

iiiiEstimating the relative risk in cohort studies and clinical trials of

iiiicommon outcomes. National center for Biotechnology iiiiiiiiiiiiiiii

iiiiInformation.Retrieved from PubMed.

Stephen Kosslyn, Robin Rosenberg, Anthony Lambert (2013). iiiiiiii

iiiiPsychology in context. (1st ed.) Auckland: Pearson.

iiiiPsychology text book to define: Null hypothesis.