Association entre le temps d’écoute de la télévision et le rendement scolaire des enfants et des adolescents : Recension systématique et méta-analyse des études longitudinales réalisées à ce jour.

Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, Vol 54(4), Oct 2022, 304-314; doi:10.1037/cbs0000275Since the appearance of television, researchers have investigated its influence on the scholastic performance (SP) of young people. These studies have been divided between those that highlighted a negative relation and those that found listening to television had no relation to scholastic performance. Seeking to better document this issue, we conducted a systematic review and a meta-analysis of longitudinal research that evaluated the relation between time spent listening to television and SP. Using Medline, PsycInfo, Eric, Education Source, Communication & Mass Media and Web of Science, 27 studies (57 coefficients) were selected for our systematic review, and 13 of those (27 coefficients; n = 90.969) were suitable for meta-analysis. Results from a random effects model indicate time spent listening to television had a negligible effect size on scholastic performance. Moderation analysis showed that being less than 10 years of age is associated with an equally negligible moderating effect size. Moreover, the impact of listening to television on scholastic performance seems not to vary according to the scholastic subjects evaluated in the studies. Finally, analysis of publication bias suggests it is possible the real size of association is closer to zero, or that it is slightly positive. Theoretical and practical implications of these resu...
Source: Canadian Journal of Behavioural Science - Category: Psychiatry & Psychology Source Type: research