youth tend to watch more TV than their white counterparts (Caldas Bankston, 1999). The relationships between TV viewing and academic achievement, age, home environment, and other variables are complex, multidimensional, and inconclusive (Bachen,., 1982; Beentjes Van der Voort, 1988; Broome Fuller, 1993; Razel, 2001). General contact details of provider:. Felter (1984) reported that achievement scores in reading, math, and written expression were "sharply lower" among students who viewed more than six hours of television per day.
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A few studies (Felter, 1984; Kohr, 1979) uncovered a large and significant negative relationship, while most others (Angle, 1981; Clark,., 1978; Cooper Valentine, 1999; Dornsbusch, 1986; Gorman Yu, 1990; Patrick, 1991; Tymms, 1997) found smaller, yet significant negative relationships. Some of the studies reviewed found no significant relationship at all (Gortmaker, Salter, Walker Dietz, 1990b; Hagborg, 1995; Shastri Mohite, 1997). Please note that corrections may take a couple of weeks to filter through the various RePEc services. See general information about how to correct material in RePEc. Academic Achievement-Social Aspects, academic Achievement-Research.