"Video Games for Boys and Chatting for Girls?": Gender, Screen Time Activities and Academic Achievement in High School

Autor/inn/en	Tak, Sangdong; Catsambis, Sophia
Titel	"Video Games for Boys and Chatting for Girls?": Gender, Screen Time Activities and Academic Achievement in High School
Quelle	In: Education and Information Technologies, 28 (2023) 11, S.15415-15443 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tak, Sangdong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11638-3
Schlagwörter	Grade 9; Grade 11; High School Students; Gender Differences; Computer Use; Video Games; Computer Mediated Communication; Time Management; Homework; Mathematics Instruction; Correlation; Mathematics Tests; Scores + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Video game; Videospiel; Videospiele; Computerkonferenz; Zeitmanagement; Hausaufgabe; Mathematics lessons; Mathematikunterricht; Korrelation
Abstract	Using national longitudinal data of students during their 9th and 11th grades, we address popular concerns over screen time activities distracting students' academic pursuits. We examine gender differences in the types of screen time use, expecting the skill-based activity of video gaming to be more common among boys and the socially oriented activity of chatting online to be more common among girls. Following the displacement effect theory we hypothesize that screen time may displace educational activities, limiting time spent on math homework and lowering subsequent math test scores. Results confirm the gendered nature video gaming for boys, while the gendered nature of chatting online is less clear. Despite popular concerns, findings show no appreciable relationship of video gaming and online chatting with hours spent doing math homework. A very weak, negative association was detected between both screen activities and math test scores two years later, being strongest for the videogaming time of female students. Further research is needed on the full spectrum of screen time activities to determine any potential effects during this developmental stage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01