The Relationship between Screen Time and Academic Achievement in Primary School Children: The Mediating Role of Working Memory

Abstract

The increasing amount of time school-aged children spend using screens has raised concerns about its potential impact on cognitive development and academic achievement. This study examined the potential mediating role of working memory in the relationship between screen use and academic achievement in typically developing children. A total of 117 Spanish schoolchildren (51 girls and 66 boys; aged 6–8 years) enrolled in the second and third grades of primary school participated. Primary caregivers reported their children's daily screen time and completed the Behavior Rating Inventory of Executive Function to assess executive functioning in everyday life. Reading and mathematics skills were assessed using standardized tests. These findings highlight the importance of considering cognitive processes and the relationship between screen use and academic performance. Limitations of the study include a non-representative sample and the lack of consideration of the type of screen use. Longitudinal studies are needed to clarify the direction of these associations and to inform evidence-based recommendations regarding screen use during childhood.