School-Issued Devices for Home Use in Kindergarten through 5th Grade and Parent Perceptions of Child Learning, Behavior, and Conflict
Table 5
Standardized betas from the regression models predicting perceptions of child learning, behavior, and conflict over the device.
Model 1
Model 2
Model 3
Model 4
Model 5
Positive impact on learning
Positive impact on behavior/emotions
Negative impact on learning
Negative impact on behavior/emotions
Conflict over school device use
Controls
Sample (2021 vs. 2020)
0.05
0.05
0.15
0.09
-0.01
Parent gender
-0.19†
-0.04
-0.05
-0.11
0.06
Education
-0.21†
-0.10
0.24
0.22†
0.18†
Income
0.08
-0.27
-0.10
-0.04
-0.02
Parent age
-0.01
0.04
-0.14
-0.12
-0.17†
Child age
-0.20
-0.05
0.04
-0.02
0.12
Attention checks
0.24†
0.17
-0.06
-0.05
0.004
Parent depression
0.03
0.18†
-0.05
-0.01
0.09
How device is used
Build academic skills
0.51
0.37
0.04
-0.25
-0.14
Entertainment
-0.30
-0.10
0.53
0.68
0.72
-value
6.42
12.58
3.69
4.26
9.73
0.42
0.59
0.29
0.33
0.52
,,, and †. Gender is coded as 1 = male and 0 = female. Sample is coded as 1 = 2021 data and 0 = 2020 data. All other variables are grand mean centered. Attention check is coded such that higher scores represent more attention checks missed. Interactions with sample (i.e., build skills × sample and entertainment × sample) were tested, found to be nonsignificant, and were removed.
