School-Issued Devices for Home Use in Kindergarten through 5^th Grade and Parent Perceptions of Child Learning, Behavior, and Conflict

Table 6

Standardized betas from the regression models predicting frequency of child device use for building academic skills and for entertainment, as well as conflict over the device.

	Model 1	Model 2	Model 3
	Build academic skills	Entertainment	Conflict over school device use
Controls
Sample (2021 vs. 2020)	0.03	-0.04	0.05
Parent gender	0.03	0.19^†	0.08
Education	0.00	0.11	0.11
Income	0.07	-0.17^†	-0.01
Parent age	0.06	0.17^†	-0.16^†
Child age	0.03	-0.08	0.13
Attention checks	0.40	0.36	0.05
Parent depression	0.28	0.24	0.02
Build academic skills	—	—	-0.04
Entertainment	—	—	0.65
Training
Training insufficient	-0.22	0.07	0.29
-value	8.39	7.73	10.63
	0.46	0.44	0.57

, , , 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., training × sample) were tested, found to be nonsignificant, and were removed.