Suchergebnisse

SummaryData from 723 families tested for ocular refraction, measures of cognitive ability and school achievement, and measures of school-related nearwork activity were analysed, to examine the association of nearwork and intellectual ability with the development of myopia. The basis of the tests was detection of heterogeneity of standardized regression coefficients, derived from the regression of spherical refraction on age, between scaled nearwork or achievement measures. The results did not provide any evidence in support of the hypothesis that nearwork influences myopia but did confirm a relationship between school grades and myopia.

Using data from the High School and Beyond project, examines the reciprocal relationship between media use and academic achievement among American high school students. Argues that television influences achievement negatively, as it displaces other, more beneficial activities like reading. (AM)

The reciprocal relationship between media use & academic achievement among US high school students was examined using samples of 2,500-5,000 Rs from the first 2 years of the High School & Beyond project, a national longitudinal study of secondary education, including a battery of tests to assess academic achievement. The major hypothesis of the study was that TV influences achievement negatively as it displaces other, more beneficial activities. In contrast, it was proposed that reading would have a positive impact on achievement. It was also hypothesized that achievement negatively influences TV use & positively influences reading. Using multiple regression in a cross-lagged model, no clear support was found for the hypotheses of negative effects of TV on achievement, the process of displacement, or selection according to achievement. The estimates of TV's effects on achievement & achievement's effects on TV use were consistently, but not significantly, negative. Evidence also supported the hypotheses of positive effects on reading achievement & selection by those with higher reading achievement. It is concluded that while TV is not directly detrimental to high school achievement, it is relatively unbeneficial when compared with reading for pleasure. 4 Tables, 1 Figure, 53 References. AA