Abstract
In questionnaire and achievement-test data from 1584 seventh- and ninth-grade students, relationships between academic achievement and amounts of time devoted to various uses related to school, family, peers, and the mass media are examined, with relevant demographic factors controlled. Multiple regression analyses support hypotheses of (a) a negative relationship among ninth graders between achievement and time spent listening to radio and records, (c) an interaction between parental occupation and time spent watching television, with trends toward positive association between achievement and TV time when occupational status is low and negative association when it is high, and (d) a positive relationship between reading and overall achievement and time spent on leisure reading. Hypotheses of positive relationships between achievement and time spent on homework in this age range and mere time spent with the parent receive no support. The relationship between achievement and time spent on household chores is explored without a hypothesis, and the relationship is found to be negative. The findings are discussed in terms of the impact of the adolescent subculture and in terms of the family, school, peer group, and mass media as agencies of socialization relevant to academic achievement.
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Professor Smith has a Ph.D. in sociology and a history of research on parental influence and parent-adolescent relations. Currently, he is conducting research on the antecedents of academic achievement.
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Smith, T.E. Time and academic achievement. J Youth Adolescence 19, 539–558 (1990). https://doi.org/10.1007/BF01537175
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DOI: https://doi.org/10.1007/BF01537175