This study provides a detailed picture of family media habits, including the use of television, movies, videos, computer and video games, the Internet, music, and print media.

Over half of parents of 2- to 17-year-olds have seen effects of violent video games, television, and movies on their children.

• 51 percent "agree" or "strongly agree" that their children are affected by the violence they see in video games.
• 57 percent of parents "agree" or "strongly agree" that their children are affected by the violence they see in movies or on TV.

Parents have expressed their concerns about the amount of sexual and violent content their children see in many surveys. While both sexual and violent content concern parents, the amount of sexual content has routinely been of slightly greater concern to parents. For the first time, this study shows that more parents are concerned about the amount of violent content their children see:

• 81 percent of parents of 2- to 17-year-olds "agree" or "strongly agree" that they are concerned about the amount of violent content their children see in movies or on TV.
• 77 percent of parents "agree" or "strongly agree" that they are concerned about the amount of sexual content their children see in movies or on TV.

The average American child:

• Watches 25 hours of television each week
• Plays computer or video games for 7 hours each week
• Accesses the Internet from home for 4 hours each week (among those who have Internet access)
  

20 percent of 2- to 7-year-olds, 46 percent of 8- to 12-year-olds, and 56 percent of 13- to 17-year-olds have televisions in their bedrooms. Children who have television sets in their bedrooms watch more television than children who do not have television sets in their bedrooms (5ฝ hours per week more, on average).

Although parents are concerned, and children are using media for many hours each day:

• Only 58 percent of parents have rules about how much TV may be watched
• Only 34 percent of parents "always" or "often" use the TV rating system to help choose what programs their children may watch
• Only 40 percent of parents "always" or "often" look at the industry ratings before renting or buying computer or video games.
• One-quarter (26%) of parents with Internet access use a blocking device for their children's Internet use.

Perhaps this pattern is due to the fact that 36 percent of parents think that media have less influence on their children compared to most children, whereas only six percent think that media have more influence on their children compared to most children.

Family media habits can affect children's school performance. While it has been known for many years that the amount of television children watch is related to school performance (e.g., Huston et al., 1992), this study gives insight into many specific facets of media use that were not known previously. Furthermore, this study measured many types of electronic media as well as alternatives to electronic media, thus giving a more complete picture of family media habits. Some key predictors of school performance include:

• Families that use electronic media less and read more have children who do better in school
• Parents who report that their children's behavior is less affected by media do better in school.
• Children who participate in more alternatives to electronic media with their parents' support perform better in school.
• Families that have the TV on during meals more frequently have children who do more poorly in school.
• Families that report having the TV on more often even if no one is watching have children who do more poorly in school.
• The average American child watches 25 hours of television a week. Children who watch less television do better in school. (The American Academy of Pediatrics recommends that children watch television "no more than 1 to 2 hours per day.")
• Parents who report that their children copy characters they have seen on TV more often have children who do more poorly in school.
• Parents who report that their children more often watch TV before bed have children who do more poorly in school.
• Families that play games or do activities together more frequently have children who do better in school.
• Parents who read to their children more have children who like to read more. Children who like to read more do better in school.
• Parents who agree more strongly that they are comfortable with the types of music their children listen to have children who do better in school.
• Parents who report that they know what movie their child is going to see more often have children who do better in school.
• Parents who report that their children play video or computer games less often have children who do better in school.

This study shows that one result of being influenced by the media (such as copying characters seen on TV, wanting to dress like sports or media stars, wanting to buy products seen on TV, parents seeing media have a negative effect, etc.) is a drop in school performance. However, the amount that media influence children is important in its own right. When asked how much their children are influenced by media compared to other children, parents are likely to report that their children are influenced less than other children (parents are six times more likely to say that their children are influenced less than they are to say that their children are influenced more). Yet, most families score lower on the Media Effects category of MediaQuotient than on any other category.

Some key predictors of how much children are influenced by media include:

• Parents who report that their children like to read more are also more likely to report having seen media have a positive effect on their children (as defined by parents).
• Parents who talk to their children about television programs more often are also more likely to report having seen media have a positive effect on their children.
• Parents who report that their children "always" or "often" watch educational television are less likely to report having seen media have a negative effect on their children.

The various forms of electronic media that we have developed during the 20^th century are very powerful. Because they are so powerful, they can benefit or harm children and communities dependent on how they are used. Wise use of media can help develop knowledge and skills, as well as provide engaging entertainment. However, unwise use can be harmful. The MediaQuotient research clearly shows how family media habits affect children in a variety of ways. Parents with more knowledge are better able to maximize the benefits and minimize the harm of these technologies. MediaQuotient can provide that knowledge and, in addition, offer suggestions for creating a healthier media diet.

A national random sample of 527 parents of 2- to 17-year-olds completed MediaQuotient questionnaires. The study was conducted by mail with telephone follow-up. The data collection was conducted by the independent research firm Anderson, Niebuhr & Associates, Inc. All data collection occurred between July 30 and November 4, 1998. The data reflect responses from all socioeconomic statuses. The data are weighted by income level to reflect national income distributions appropriately. The overall response rate for the study was 55 percent. The data are accurate to ±4% with a 95% confidence level.