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

被引：4

作者：

Choi, Miyoung ^{[1
]}

Park, Sunghee ^{[2
]}

机构：

[1] Chungbuk Natl Univ, Dept Nursing Sci, Cheongju, South Korea

[2] Kunsan Natl Univ, Dept Nursing, 406 Digital Informat Ctr,558 Daehak Ro, Gunsan Si 54150, Jeonllabuk Do, South Korea

来源：

COMPREHENSIVE CHILD AND ADOLESCENT NURSING-BUILDING EVIDENCE FOR PRACTICE | 2020年 / 43卷 / 04期

关键词：

Academic performance; adjustment; executive function; schools; screen time; SELF-REGULATION; FITNESS;

D O I：

10.1080/24694193.2019.1675805

中图分类号：

R47 [护理学];

学科分类号：

1011 ;

摘要：

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.

引用

页码：334 / 347

页数：14

共 28 条

[1] Relationships between physical activity, sedentary time, aerobic fitness, motor skills and executive function and academic performance in children [J].