| Abstract: | Abstract Six studies containing data obtained from over 1 million students in elementary, intermediate, and high school were meta-analyzed to examine the relationship between amount of television viewing and educational achievement. The findings led to the formulation of the complex viewing—achievement model. According to the model, the function relating achievement to viewing can be described as an inverted check mark. For small amounts of viewing, achievement increased with viewing, but as viewing increased beyond a certain point, achievement decreased. That function was found for each of the 3 ages studied, but optimal viewing time—the apex of the function—was different at each age and decreased with the age of the students. |
