The Mediating Effects of Academic Performance between Screen Time, Executive Function Difficulty and School Adjustment

IF 1.1 Q3 NURSING

Comprehensive Child and Adolescent Nursing-Building Evidence for Practice Pub Date : 2019-10-22 DOI:10.1080/24694193.2019.1675805

M. Choi, Sunghee Park

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引用次数: 3

Abstract

ABSTRACT The purpose of this study was to verify the mediating effects of academic performance on the relationship between screen time, executive function difficulty, and school adjustment. This study analyzed secondary data of the 8th Panel Survey on Korean Children. The 8th Panel Survey was the first measurement of children’s academic performance, executive function difficulty, and school adjustment through large sampling. Accordingly, it is possible to provide a large amount of data that can verify the relationship between them. The respondents were parents and teachers of students. The total number was 1,031. Data were analyzed by descriptive, t-test, analysis of variance, Pearson correlation, and three-steps multiple regression statistics. As a result, screen time has a full mediating effect on school adjustment through academic performance. The executive function difficulty has a partial mediating effect on school adjustment through academic performance. The results of this study will contribute to the development of the school adjustment improvement program.

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学业成绩在屏幕时间、执行功能困难与学校适应之间的中介作用

摘要本研究旨在验证学业成绩在屏幕时间、执行功能困难和学校适应之间的中介作用。本研究分析了第八次韩国儿童专题调查的二手资料。第八次小组调查是第一次通过大样本测量儿童的学习成绩、执行功能困难和学校适应。因此，有可能提供大量的数据来验证它们之间的关系。受访者是学生的家长和老师。总人数为1031人。数据分析采用描述性、t检验、方差分析、Pearson相关和三步多元回归统计。因此，屏幕时间通过学业成绩对学校适应具有充分的中介作用。执行功能困难通过学业成绩对学校适应有部分中介作用。本研究的结果将有助于学校适应改善计划的发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Comprehensive Child and Adolescent Nursing-Building Evidence for Practice NURSING-

CiteScore

2.70

自引率

0.00%

发文量