Researchers from the Chinese Academy of Sciences recently published a study in PLOS ONE examining the effects of short video usage on elementary school students’ academic performance in China. The study found a negative relationship between short video usage and academic performance, mediated by reduced attention spans. The findings highlight the potential influence of digital media on young learners.
Short video platforms such as TikTok and Kwai have become a significant part of young people’s lives, including elementary school students in China, where academic achievement is highly emphasized. Recognizing the potential consequences of widespread short video consumption, the researchers sought to explore whether and how this habit might impair academic performance. They also investigated the mechanisms behind this relationship, focusing on students’ attention and the influence of parental media use.
The research included 1,052 students from urban and suburban elementary schools in Shenzhen, China, with data collected through detailed questionnaires and academic records. Students provided information about their short video habits, while parents reported their own media usage and perspectives on their children’s screen time.
The researchers also measured students’ attention using an established test designed to evaluate attention breadth, stability, allocation, and shifting abilities. Academic performance was assessed through official exam scores across core subjects, providing a standardized measure of students’ learning outcomes.
The results showed a significant negative relationship between the amount of time elementary school students spent using short video platforms and their academic performance. This relationship appeared to be linked to the students’ attention levels, which were negatively associated with higher short video usage. Short video content was associated with difficulties in maintaining focus on academic tasks. Lower attention levels, in turn, were correlated with reduced performance on standardized academic assessments, suggesting a potential pathway through which screen time and cognitive function could intersect.
Parental behavior appeared to play a significant role in this dynamic. The researchers found that higher levels of parental short video usage were associated with a stronger negative relationship between children’s screen time and their attention. This association could be partially explained through modeling behavior, as children may imitate the habits and attitudes of their parents. High parental screen time might also reduce opportunities for parent-child interactions, potentially impacting children’s focus and learning environment.
Additionally, the study found that parental screen time moderated the relationship between children’s short video usage and their attention. When parents reported lower levels of short video usage, the adverse effects of children’s screen time on attention were less pronounced. Conversely, higher parental usage appeared to amplify these effects.
These findings point to the potential influence of family environment on children’s media habits and cognitive outcomes, suggesting that parental behavior could shape children’s experiences with screen media in meaningful ways. While the data supported these relationships, it is important to note that these findings do not imply direct causality between parental behavior and children’s outcomes.
Future research could address these gaps by employing longitudinal studies and integrating objective behavioral measures, such as eye-tracking, to assess attention and media usage more precisely. Expanding the sample to include diverse cultural and regional contexts would also enhance the generalizability of the findings.
“The study provides practical guidance to schools and families and lays the groundwork for future research,” the researchers concluded. “It opens avenues for exploring innovative approaches that integrate parental education with media literacy, facilitating the translation of research findings into practical methodologies for educational practices.”
The study, “The relationship between short video usage and academic achievement among elementary school students: The mediating effect of attention and the moderating effect of parental short video usage,” was authored by Qiong Gong and Ting Tao.
