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Academic Motivation
Child informative viewing predicted academic self concept in high school. Adolescents
who had been frequent viewers made higher estimates of their ability and expected higher levels
of success in English, math, and science than those who had been infrequent viewers.
Preschool informative viewing predicted the value attached to English, math, and science
courses for boys. Boys who had been frequent viewers in preschool valued achievement more
than infrequent viewers did.
Language Deficit Hypothesis Is Contradicted
Contrary to the language deficit model, preschool viewing of Sesame Street was
positively related to preschool vocabulary.
Contrary to the language deficit model, preschool viewing of Sescome Street was
positively related to high school English grades:
Attention Span Model Is Not Supported
The positive relation of Sesame Street viewing to high school grades and academic
motivation contradicts the model suggesting that programming with short segments and rapid
pace leads to reduced attention span.
According to the attention span model, viewing Mr. Rogers' Neighborhood may increase
persistence and reduce physical activity level, leading eventually to good school performance.
As noted, boys who were frequent viewers of Mr. Rogers had better high school grades than
infrequent viewers. Some additional measures collected in the Massachusetts preschool study
allowed us to establish that the difference in high school grades did not seem to be due to effects
of the program on preschool task persistence or activity level.
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"ocrText": "7\nAcademic Motivation\nChild informative viewing predicted academic self concept in high school. Adolescents\nwho had been frequent viewers made higher estimates of their ability and expected higher levels\nof success in English, math, and science than those who had been infrequent viewers.\nPreschool informative viewing predicted the value attached to English, math, and science\ncourses for boys. Boys who had been frequent viewers in preschool valued achievement more\nthan infrequent viewers did.\nLanguage Deficit Hypothesis Is Contradicted\nContrary to the language deficit model, preschool viewing of Sesame Street was\npositively related to preschool vocabulary.\nContrary to the language deficit model, preschool viewing of Sescome Street was\npositively related to high school English grades:\nAttention Span Model Is Not Supported\nThe positive relation of Sesame Street viewing to high school grades and academic\nmotivation contradicts the model suggesting that programming with short segments and rapid\npace leads to reduced attention span.\nAccording to the attention span model, viewing Mr. Rogers' Neighborhood may increase\npersistence and reduce physical activity level, leading eventually to good school performance.\nAs noted, boys who were frequent viewers of Mr. Rogers had better high school grades than\ninfrequent viewers. Some additional measures collected in the Massachusetts preschool study\nallowed us to establish that the difference in high school grades did not seem to be due to effects\nof the program on preschool task persistence or activity level."
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