PsyPost reports:

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. [Continue reading…]