TV or your Degree: Televisions effects on academic success.

During early childhood (5-10) and adolescence (11-15), a lot of time

is spent watching the television. Excessive viewing can lead to
psychological impacts that in turn bare influence on an individuals
ability to achieve academically later in life. Using accurate literature
from the fields of Psychology and Statistics (Including a 30 year
research project conducted at the University of Otago), this
summary will consider what adverse, long-term, academic effects
television viewing is having on our youth. Results of a longitudinal
birth cohort study (McNutt, Wu, Xue & Haftner, 2003) conducted by
(Hancox, Milne & Poulton, 2005) revealed that the mean time that
was spent viewing television in childhood and adolescence was
positively correlated with leaving school without a qualification and
negatively correlated with obtaining a university level degree by age
26. The experiment showed extremely competent environmental
awareness taking risk ratios per hour of television viewing and
recognising impacts of gender and IQ, these modifications were
within a 95% confidence interval and contribute toward indisputable
evidence against the null hypothesis, that is: There is no correlation
between childhood television viewing and poor academic success.
(Hancox, Milne & Poulton, 2005) suggest men and women showed
similar results; these results were also consistent after adjustment
for IQ, gender, socioeconomic status and early childhood
behavioural problems. However, while it is evident from results that
television viewing during childhood and adolescence has adverse
associations with later educational achievement, the results are
more specific; adolescent viewing was shown to be a strong
predictor of leaving school without qualifications and childhood
viewing was shown to be a strong predictor of not obtaining a
university degree. (Williams, Haertel, Haertel & Walberg) It can be
concluded that through awareness and application of this study that
there is sufficient evidence to suggest that children should be kept
from excessive television viewing at young ages so as to promote a
healthy academic lifestyle.

References:
Robert J. Hancox, MD; Barry J. Milne, MSc; Richie Poulton, PhD. c c
cc (2005) Association of Television Viewing During Childhood With
ccipoor Educational Achievement. JAMA Pediatrics, retrieved from
IiiiGoogle scholar.
P. A Williams, E. H Haertel, G. D Haertel, H. J Walberg. The Impact of
iiii Leisure-Time Television on School Learning: A Research Synthesis.
iiii American Educational Research Journal. Retrieved from Google
iiii Scholar.
McNutt LA, Wu C, Xue X, Haftner JP. (2003)
iiii Estimating the relative risk in cohort studies and clinical trials of
iiii common outcomes. National center for Biotechnology iiii iiii iiii iiii
iiii Information. Retrieved from PubMed.
Stephen Kosslyn, Robin Rosenberg, Anthony Lambert (2013). iiii iiii
iiii Psychology in context. (1st ed.) Auckland: Pearson.
iiii Psychology text book to define: Null hypothesis.