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

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.

KEYWORDS:

• Academic performance
• adjustment
• executive function
• schools
• screen time

Acknowledgments

The authors would like to thank the Korean Institute of Child Care and Education for their resources.

Declaration of interest statement

The authors declare that they have no conflict of interests.