Department of Sociology, The University of South Carolina, 29208, Columbia.
J Youth Adolesc. 1992 Dec;21(6):725-47. doi: 10.1007/BF01538741.
As a follow-up of the research of Smith in 1990, academic achievement results from two years later are added to the data for 1208 of the 1584 seventh and ninth graders for whom Smith studied relationships between achievement and time use. Growth in academic achievement over two years, like contemporaneous achievement, is not positively related to time spent on homework or with parents at the beginning of the period. The other findings are also in general accord with the results of the previous study, although the associations are somewhat weaker and less consistent. Growth in reading, language, and overall achievement is significantly negatively related to time spent on house-hold chores, suggesting that chores may compete with academic or other intellectual activities or may cause destructive resentment. Growth in reading achievement is significantly negatively related to time spent listening to radio and recordings, suggesting negative effects of the adolescent subculture. Growth in mathematics achievement tends to be positively associated with time spent watching television among students with parents in lower-status occupations but has a statistically significant negative association with TV time among those with higher status parents, supporting previous findings of interaction between family SES and TV viewing. The results are interpreted in terms of competition among various time uses for the time and attention of adolescents.
作为 1990 年史密斯研究的后续，将 1584 名七年级和九年级学生中 1208 名学生的两年后学术成就结果添加到数据中，这些学生是史密斯研究成就与时间利用之间关系的对象。在两年内学业成绩的增长，与同期的成就一样，与开始阶段花在家庭作业或与父母相处的时间没有正相关关系。其他发现也与之前的研究结果基本一致，尽管关联较弱且不太一致。阅读、语言和整体成就的增长与花在家务上的时间呈显著负相关，这表明家务可能与学术或其他智力活动竞争，或者可能导致破坏性的怨恨。阅读成绩的增长与花在听广播和录音上的时间呈显著负相关，这表明青少年亚文化有负面影响。在父母职业地位较低的学生中，数学成绩的增长与看电视时间呈正相关，但在父母职业地位较高的学生中，看电视时间与数学成绩的增长呈显著负相关，这支持了之前关于家庭社会经济地位和看电视之间相互作用的发现。这些结果是根据青少年各种时间利用方式对时间和注意力的竞争来解释的。
