Date of Award


Degree Name

School Psychology


Graduate School of Education and Professional Development

Type of Degree


Document Type


First Advisor

Stephen L. O’Keefe

Second Advisor

Elizabeth K. Boyles

Third Advisor

Debra L. Lilly

Fourth Advisor

Beverly Farrow


The purpose of this study was to investigate the relationship between television viewing time and auditory attention with the effects of development examined. The study used 64 females and 29 males who were in regular and special education classes (i.e., 24 third graders, 32 fourth graders and 37 fifth graders). The researcher constructed two instruments to obtain data about TV viewing time. The Stanford Achievement Test - Ninth Edition (SAT9) Listening Subtest raw score was used as a measure of attention, while the SAT9 Total Basic Skills (TBS) raw score was used as a measure of overall achievement. Data about TV viewing time was gathered during a class period.

No gender differences were found on any variable so data were combined. Significant relationships were found between Grade 4 and SAT9 scores (r=.29, p

p<.005) and Grade 5 and SAT9 scores (r=-.30, p<.005). An Analysis of Variance (ANOVA) was performed. A significant difference between the three grade levels in scores on the SAT9 (F=5.52, p<.005) resulted. Tukey’s post hoc analysis resulted in a significant difference between Grade 4 (M=30.00) and Grade 5 (M=25.81), which suggested a curvilinear relationship. A significant relationship between the SAT9 Listening Subtest Scores and the TBS Scores (r=.50, p<.001) was found.

The results of the study provide additional evidence that no relationship exists between the amount of television viewing and attentional abilities. Future studies should a) consider developmental level, gender, socioeconomic status, ethnicity and intelligence; b) control for confounding variables; c) employ a longitudinal design; and d) use interval scale for assigning TV viewing time.


Attention -- Effect of television viewing on.