Examining the Interface of Family and Personal Traits,Media, and Academic Imperatives Using the Learning Habit Study |
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| Authors: | Robert M Pressman Judith A Owens Allison Schettini Evans Melissa L Nemon |
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| Institution: | 1. New England Center for Pediatric Psychology, Providence, Rhode Island, USArpressman@pedipsyc.com;3. Children's National Medical Center, Washington, District of Columbia, USA;4. Brown University Alpert School of Medicine, Providence, Rhode Island, USA;5. Brandeis University Heller School of Social Policy and Management, Waltham, Massachusetts, USA |
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| Abstract: | Using the Learning Habit Study dataset of 21,145146,125 viewers took part in the Learning Habit Study. The analysis of this article was limited to parents of children who were in kindergarten through twelfth grade and who answered all items. This figure was 21,145. parent respondents, this study examined the interactions of three core variables – parenting style, family time, and screen time – on various common concerns of families. (“Screen time” is time spent using an electronic device that has a screen, such as: a computer, television, game console, tablet, or cell phone.) Analysis of the data suggested that parents using empowerment parenting, closely aligned with authoritative techniques, had children with better academic performance, reduced sleep onset latency (SOL), and healthier social and emotional behaviors than children of parents who practiced traditional parenting, more closely aligned with authoritarian techniques. Further, increased family time was found to have benefits to children on par with those of empowerment parenting. |
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