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X 151 \ 4 r~ A V _ .0, “Flor :H 3.4% -,_. 4th ‘ 400.275'a ABSTRACT FAMILY STRUCTURE AND ITS RELATIONSHIP ADOLESCENT TELEVISION VIEWING By Cynthia Stanley Eleven hundred adolescents were administered questionnaires in Spring 1985. Television viewing behavior and family structure variables were measured. No relationship was found between parental education and any viewing measure. Relationships were found between number of people in the household and amount of prime time viewed, soap operas viewed and whether television was viewed during dinner. When a mother was home during the day there was significantly less total television viewing and viewing during dinner. If a father was home during the day there was significantly more soap opera viewing and viewing during dinner. There was more viewing on all measures in one parent households and in mother only households. There was less viewing if a father was present in the household and if both natural parents were in the household. Only and oldest children viewed significantly less on measures of total television viewing, viewing during prime time and soap opera viewing. ACKNOWLEDGMENTS This project was funded through the United States Department of Health and Human Services with Dr. Bradley Greenberg as Project Director and Dr. Anne Soderman as Senior Research Associate. I would like to thank Dr. Greenberg and Dr. Soderman along with all whom were involved in the data collection during Spring 1985. I also would like to thank Dr. Thomas Baldwin for his assistance during my graduate program and in the preparation of this thesis. I would especially like to thank Dr. Carrie Jill Heeter for the knowledge, time and friendship she has shared with me during my years at Michigan State and without whose support I may have never completed this thesis. ii TABLE OF CONTENTS Introduction Research Issues Parental Education Number of People in Household Parental Structure Work Status of Parents Birth Order of Adolescent Methods Dependent Variables Independent Variables Further Analysis Results Education of Parent(s) Number of People in Household Parental Structure Work Status of Parent(s) Birth Order Discussion Appendix Bibliography iii 11 11 12 12 14 15 18 18 23 31 32 32 34 38 40 50 56 78 Table Table Table Table Table Table Table Table Table Table Table QOQOOkw 9 LIST OF TABLES Pearson Correlations of Viewing Measures Pearson Correlations of Parental Education and Number of People in Household T-tests of Parental Structure T-tests of work status of Parents Anova of Birth Order T-tests of Birth Order Pearson Correlations of Family Structure Variables Predictors of Total Television Viewing Predictors of Prime Time Viewing 10 - Predictors of Soap Opera Viewing 11 - Predictors of Viewing Television While Eating Dinner iv 33 33 36 39 41 41 43 46 47 48 49 INTRODUCTION ”The research findings of the past decade have reaffirmed the powerful influence of television on the viewers. Almost all the evidence testifies to television’s role as a formidable educator whose effects are both evasive and cummulative."l Television’s role is a formidable one, one that may be enhanced now that such a great number of families in the United States are in a state of turmoil due to non- traditional family structures such as one-parent homes, step—families and other living arrangements. Focusing on one age group, this study will explore what the relationship is between the amount of television viewed by adolescents and the family structure in which the adolescent lives. Adolescence, those years between 12 and 18, is often referred to as being a time of complex transformation, both physically and physchologically. It is a period in which a person moves from being a child with relative dependence to an adult with relative independence. Environmental factors have often been cited as a major influence in shaping adolescents’ identities. Of greatest shaping value are parents, school, peers and the media. Because this is a time when adolescents search for an 2 identity, developing a distinct personality that is not associated with their parents, peers and the media have an unusually strong persuasive influencez. Many studies have suggested that there is a relationship between television content viewed and attitudes and behaviorsa. The amount of viewing has also been related to social reality cognition. Various age groups have been studied but only research which directly deals with adolescents will be noted in this text4. ,/For a study measuring conceptions of how much violence exists in the real world Gerbner, Gross, Signorielli, Morgan and Jackson-Beeck (1979) surveyed 587 adolescents in New York and New Jersey. Questions included the chance of involvement in violence, fear of walking alone at night, the perceived activities of police and mistrust. Demographic and television viewing behavior variables were also measured. Heavy viewers of television in all areas measured saw the world more violently, expressed more fear, and mistrusted people more than light viewers. This was also true when demographic factors are held constants. In another study using the same sample Gerbner, Gross, Signorielli and Morgan (1980) measured the relationship between television viewership and adolescent conceptions of the elderly. Again it was found that heavy viewer perceptions were different of those of light viewers. Heavy television viewers saw the elderly as 3 unhealthy, close-minded and in poor shape financially, as they are portrayed on television. Heavy viewers also felt that people become old at age 51 while light viewers felt that people become old at age 576. Both of these studies, combined with content analysis of television on these subjects, demonstrate that heavy viewers tend to perceive social reality as it is depicted on television more so than light viewers. The amount of television exposure may also have a negative relationship with social compatibility. In a study of 2300 Scottish 15 year olds Hendry and Patrick (1977) found that high frequency viewers tended to be neurotic, introverted, less intelligent and had less favorable attitudes towards school and sport than low frequency viewers? The amount of television viewing declines as a child reaches adolescence. In a study of 9, 13 and 17 year olds Rubin (1977) found younger children reporting almost twice as much television use as adolescentsa. From interviews of 1700 1st, 6th and 10th graders, Lyle and Hoffman (1972) concluded that television viewing peaks at age 12 and then declines through the teen yearsg.There is a significant negative correlation between age and level of television viewing through the adolescent years. A.C. Nielsen Company reports that teenagers watched 21.9 hours of television a week in 1976. This is less than any any other age group 4 and is almost 7 hours less than the overall average of the populationlo. Since 1976, television viewing by all age groups has increased. A.C. Nielsen Co. numbers for 1985 records an overall average of 26.6 hours viewed each week by individuals. Teenagers (12 through I7 years old) watched an average of 19.5 hours a week in 1985. Of these, 6.6 hours were watched during prime time (8 to 11 p.m.)11 Data that will be used for this research will be taken from questionnaires given to 1100 14 and 15 year olds during April and May, 1985. Data from this study show adolescents watching an average of 1.7 hours of soap operas each weekday and 10.5 hours of prime time entertainment programming each week12 The amount of television adolescents view has been related to the amount viewed by other members of the family. Chaffee, McLeod and Atkin (1971) found a positive correlation between hours of television viewed by the parent and adolescent. The data were gathered through interviews of the parents and questionnaires administered at school to the adolescent13 This finding is replicated in research dealing with children, parents and media use. Desmond, Singer, Singer, Calam and Colimaore (1985) found children who are heavy viewers of television often have parents who are heavy viewers. This was noted when parents of 91 kindergarten 5 and first graders kept a log of all activities that family members participated in during a ten day period14. The amount of co-viewing has also been measured. A national survey by Bower (1983) found that 803 of respondents with two television sets viewed at least some of the time each day with their children. If there were three sets, 66% of the parents watched at least some of the time with their childrenls. In another study using 781 matched mother and child questionnaires, Abel (1976) found that interpersonal communication among family members affects the viewing preferences of the ten, eleven and twelve year-olds surveyed. He found that the family is a mediator of such outside influences as the television and that the family 'is more important than media in the socialization processls. Buerkel-Rothfuss, Greenberg, Atkin and Nuendorf (1982) demonstrated in a study of 648 fourth, sixth and eighth grade children from Michigan and California that parental intervention such as controlling the amount of viewing, guiding the child toward family shows, viewing with the child and commenting on show content can contribute to the child learning affiliative behaviors from television familiesl7. They concluded that there is a positive relationship between parental participation in the child’s television use and the socialization process. Part of this relationship between family influence and television use by children changes as the child 6 reaches adolescence. From a survey of 194 middle and high school age adolescents Chaffee and Tims (1976) note that humor was perceived more strongly when viewing with siblings, friends or alone while perceptions of violence and reality were strongest when viewing with parents18 Lull (1978) found that older children (13-18) were as likely as parents to have their choice win in the selection of what television programs to watch, while younger children (3-12) are likely to be overruled. This was concluded after studying verbal interactions relating to family choice of evening television viewing of 17 middle-class Midwestern families19 In a 1969 report, Greenberg and Dominick found parental control, through the form of household rules, of the child’s television viewing during adolescence. This is based on a study which compared viewing habits of 307 adolescents from low and middle income homes. The tenth and eleventh graders responded to three questions on the presence of television viewing rules in their homes. Forty-three percent reported rules about how late they could watch television, twenty-four percent reported that there were programs that they were asked not to watch and nineteen percent report that they have been punished by having television priviledges taken awayzo. A 1985 study of 1100 fourteen and fifteen year olds by Greenberg and Soderman found less than half of the adolescents reporting 7 that their parents gave a time limit for watching television on school nights. But in other areas parents exercised almost no control over television viewing. Ninety percent of the adolescents in this survey claimed that no one had told them not to watch any program in the past week and fewer than ten percent had parents either reward them by allowing more television viewing or punish them by restricting television viewing in the past 30 daysZI. The difference in parental control over.the years could be due to a change in family roles toward adolescents as family structures become more diverse. Perhaps parents are losing control over adolescents; it is known that having an adolescent in the house can lead to greater conflict among family members. In a national survey of 452 married couples and their children Olsen and McCubbin (1983) found that parents reported family adaptibility and cohesion reached its lowest stage when at least one child was in adolescence. The adolescents reported even lower levels of family cohesion than did the parentszz. Yes, conflict is a natural occurence when an adolescent is in the family picture. But what happens when the family unit is no longer complete? Bumpass (1984) has noted that half of all children in the United States will spend some time in a single parent family. He also notes that the single parent experience is not likely to be 8 brief; in the case of a single mother usually five years 23 will elapse before a remarriage . Because of the changing family structure, today’s child may have multiple sets of parents and a variety of half and step-siblings, some of whom will undoubtably live in the home. These new roles and living arrangements will certainly affect the child or adolescent. Thus the adolescent today not only faces physical and psychological changes but also changes within the family structure. These familial differences in combination with the presence and influence of television must be studied. E9999999 National Institute of Mental Health,"Television and Behavior: Ten Years of Scientific Progress and Implications for the Eighties," in Mass Communication Yearbook Volume 5. Ellen Wartella and D. Charles Whitney, eds., (Sage Publications: Beverly Hills, 1984)3l. Robert K. Avery, "Adolescents Use of Mass Media," 99992999 999921999l 991999199 23(Septenber 1979)53. 3 See J.P. Murray, E.A. Rubenstein and G.A. Comstock, eds-. I9l9yisi99 999 999291 99999199; X9l999 Ill 3919919199 999 999391 99999293 (Washington 0-0.: U-S. Government Printing Office, 1971). 4 For an overview on many studies with adult subjects see Robert P. Hawkins and Suzanne Pingree, ”Television’s Influence on Social Reality," in Natioanl Insitute of Mental Health. 1919919299 999 99999199; 399 199:9 9f §9isn£ifi9 29939999 999 199139991999 £99 999 923991991 291999 29 199991991 3921999 (Rockville. Maryland: National Institute for Mental Health,1982)224. 5 George Gerbner, Larry Gross, Nancy Signorielli, Michael Morgan and Marilyn Jackson-Beeck, ”The Demonstration of Power: Violence Profile No. 10," Journal 99 9999991999199 29(Sunmer 1979)177. 9 6 George Gerbner, Larry Gross, Nancy Signorielli and Michael Morgan, "Aging with Television: Images of Television Drama and Conceptions of Social Reality,” 7 Leo B. Hendry and Helen Patrick, "Adolescents and 1977)325. 8 Alan M. Rubin, "Television Usage, Attitudes and Behav1ors of Children and Adolescents," ggyrgal 9f 9999999991981 21(Sunner 1977)355 9 J. Lyle and H.R. Hoffman, "Children’s Use of Television and other Media," in George Comstock and J. Murray. eds.19l9219199 999 99919; 999991991 191999 4 Government Printing Office: Washington D. C., 1972). 10 George Comstock, Steven Chaffee, Natan Katzman, Maxwell McCombs and Donald Roberts, Television and Human A.C. Nielsen Co.,”Nielsen Television Index, May 1985 NAD Report", as cited in Time Services Buying-Katz 1986)55. 12 Bradley S. Greenberg and Anne Soderman, ”Descriptive Statistics for Project CAST Sample," (Michigan State University, 1985). 13 Steven H. Chaffee, Jack M. McLeod and Charles K. Atkin, "Parental Influences on Adolescent Media Use," American Behavioral Scientist 14(January 197l)323. Roger Desmond, Jerome L. Singer, Dorothy G. Singer, Rachel Calam and Karen Colimore, "Family Mediation Patterns and TeleV1son View1ng," Human 9999291229199 Research 11(Summer 1985)461 15 R. Bower, The People Look at Television (John Wiley: New York, 1973). 16 John Abel, " The Family and Child Television Vlewxng.” 9999991 99 99999989 999 999 9991111 38(May 1976)331. 17 Nancy L. Buerkel-Rothfuss, Bradley S. Greenberg, Charles K. Atkin and Kimberly Neundorf, "Learning about (Summer 1982)191. 10 18 Steven H. Chaffee and Albert R. Tims, ”Interpersonal Factors in Adolescent Television Use," 1999991 91 999191 199999 32(Sunner 1976)98. 19 James Lull, ”Choosing Television Programs By Family Vote.” 9999991999199 9999999111 26(Fall 1978)53. 20 ' Bradley S. Greenberg and Joseph Dominick, ”Racial and Social Class Differences in Teenagers Use of Television.” 1999991 91 9999999911921 13(Fall 1969)331. 21 Bradley S. Greenberg and Anne Soderman, ”Descriptive Statistics for Project CAST Sample," (Michigan State University, 1985). 22 D.H. Olsen and 8.1. McCubbin, Eggiligg; (Sage Publications: Beverly Hills, 1983). 23 Larry L. Bumpass, ”Children and Marital Disruption: A Replication and Update,” Eggggggphy, 21(February 1984)7l. RESEARCH ISSUES Family structure may have a major impact on the amount of adolescent television viewing. Some aspects of this proposition have been studied. 99999991 999999199 Differences are apparent when the educational level of the head of household is taken into account. A.C. Nielsen data from 1976 documents that in homes where the head of the household had less than 4 years of college, adolescents viewed 22.5 hours of televison a week. When the head of household had more than four years of college, adolescents watched a significantly lower average of 18.2 hours a weekl. Similar findings from 1985 A.C. Nielsen data show adults with less than 4 years of college watched 23.5 hours of television a week while college graduates watched 18.8 hours a weekz. From an overview of pertinent studies, Avery (1979) concludes that adolescents who have well educated parent(s) devote more time to educational concerns, placing greater importance on academic achievement and less on televisiona. Whether a higher level of parental education is negatively related to the amount of television adolescents’ watch will be examined. H1: There is a negative relationship between amount of parental education and the amount of television adolescents watch. 11 12 999999 99 999919 19 999999919 Average viewing for all 12 to 17 year olds in 1976 was 21.9 hours a week. Differences were found between adolescents living in 3 or 4 person households (22.3 hours a week) and those living in 5 or more person households (20.9 hours a week)4. Rosenblatt and Cunningham (1976), based on interviews with 64 Minneapolis families, found that there are higher household viewing levels in high density households. They concluded that television set operation is used to prevent tense interaction, particularly in crowded householdss. Although the two sets of data seem to be conflicting, perhaps the adolescent tends not to be present when viewing takes place in high density households. Thus, a negative relationship would be found between the number of people in the household and the amount of television watched by the adolescent. Whether this relationship exists will be examined. H2: There is a negative relationship between the number of people in a household and the amount of adolescent television viewing. Many important aspects of family structure have not been researched in relation to adolescent television viewing habits, but due to social changes may be ‘increasingly important. 99999991 999999999 The data that will be used in this study report only 45% of the adolescents to be in homes with both original 13 parents. Thirty percent of them were in single-parent homes with the vast majority of these (80%) being run by the mother. The remainder of the adolescents were living with a variety of different parental structures including natural mother/stepfather, natural father/stepmother and stepmother/stepfather It has been found that children from intact families, those with both original parents, are significantly better off in personal and familial adjustment than those children from divorced families. Nunn and Parrish (1982) base these findings on a study of 633 children in grades 5 through 10. The three instruments that were used to determine personal and familial adjustment include 1) the Personal Attribute Inventory for Children 2) the State-Trait Anxiety Inventory for Children and 3) the Behavior Rating Profile7. This conclusion has been replicated in an ongoing study of 18,000 children in elementary and secondary schools done by the National Association of Elementary School Principals, where it was found that children from one parent homes have much more trouble in school than two- parent children. They have also found that children from one parent homes achieve less, are absent more and have more disiplinary and health problemsa. Whether there is a mother present is also very important. Chaffee, McLeod and Atkin (1971) found in data l4 gathered through questionnaire responses of parents and adolescents that there is strong correlation between the mothers viewing and the adolescents viewing. Chaffee, et.al., continued this investigation with another sample and found that even in multiple set households the mother— child viewing correlation remains highg. A variety of parental structures can now be surveyed in quanitities large enough for in-depth statistical analysis. A number of dichotomous situations will be explored including whether it is a one or two parent household, whether or not there is a stepparent, whether or not there is a mother present and whether or not there is a father present. Four mutually exclusive parental structures will also be examined. These include a mother only household, a father only household, a household in which there are both natural parents, and a household in which there is a natural mother/stepfather combination. All of these parental structures will be analyzed to determine what the direction of any significant relationship may be with the amount of television viewed by adolescents. 01: What is the relationship between parental structure and the amount of televison viewed by adolescents? 9999 999999 99 9999999 ”Latchkey” children are a timely topic in today’s social sciences. They are children who go home after 15 school to no adult supervison, with all parents that live at home working during the day. Compton (1983), in a study of almost 1500 middle school subjects, found that adolescents from a suburban school spent significantly more time watching television than those from the rural or innercity schools surveyed. She attributes this to the high number of "latchkey" children located in suburban areaslo. The relationship between the amount of televison viewed by the adolescent and whether either parent is home during the day will be explored. 02: What is the relationship between the work status of parents and the amount of television viewed by adolescents? 91999 99999 91 1991999999 Some personality traits have been attributed to birth order among other siblings. Birth order refers to whether the child is the oldest, youngest or a middleborn. Baskett (1984), in a study which compared interactions of oldest and youngest children with parents and adults found that oldest children tended to interact with their parents more often while youngest children shared their time with the parents and older siblings. The study observed interactions and behaviors of 20 first born children and 17 last born children between the ages of 4 and 8 within their home during five 45 minute sessions11 In a secondary analysis of data obtained from a national sample of 2,200 males it was found that 16 middleborns have a significantly lower self-esteem than first-barns and last-borns. Kidwell (1982) explains these findings according to a uniqueness theory which suggests there is no inherent uniqueness to the middleborn child while first borns and last borns inherently receive status, attention and recognition from parents and other , 12 siblings because of their birth order . Whether birth order has any relationship to the amount of televison viewed by adolescents will be examined. 03: What is the relationship between the birth order of an adolescent and the amount of television viewed by that adolescent? 99999999 George Comstock, Steven Chaffee, Natan Katzman, Maxwell McCombs and Donald Roberts. Iglgyigigg and 39999 fighggigg, (Columbia University Press: New York, 1978)85. 2 Simmons Market Research Bureau, 1985 Study of Media and Markets, as cited in Time Services Buying-Katz Television Group,Iy Dimensions (Media Dynamics: New York 1986)57—58. 3 Robert K. Avery, ”Adolescents’ Use of Mass Media," 99999999 9999219991 §9i99£i9£l 23(September 1979)53. 4 George Comstock, Steven Chaffee, Natan Katzman, Maxwell McCombs and Donald Roberts. Iglgyigigg and 39999 fighgyigr, (Columbia University Press: New York 1978)85. 5 Paul C. Rosenblatt and Michael R. Cunningham, "Television Watching and Family Tensions," Journal 9f M9599939 999 £99 £99911; (February 1976)105. 6 Bradley S. Greenberg and Anne Soderman, "Descriptive Statistics for Project CAST Sample,” (Michigan State University, 1985). 7 Gerald R. Nunn and Thomas S. Parish, "Personal and Familiar Adjustments as Function of Family Type," Phi Delta ggppgg, (October 1982)141. l7 8 John Leo, "Single Parent, Double Trouble," 1192; 119(January 4, 1982)81. 9 Steven H. Chaffee, Jack M. McCleod and Charles K. Atkin, "Parental Influences on Adolescent Media Use. 99999999 999921999; 991999199; 14(January 197l)323. Mary F. Compton, "Television Viewing Habits of Early Adolescents,” The Clearlag geaael 57(0ctober 1983)59. ll ' Linda Musan Baskett, ”Ordinal Differences in Children’s Family Interactions." 2929199999991 2919991981; 20(November 1984)1028. 12 Jeanie S. Kidwell, ”The Neglected Birth Order: Middleborn." £99999; 9! 99991939 999 999 9999129 (February 1982)225. METHODS Eleven hundred ninth and tenth graders from three high schools in Michigan were surveyed in the Spring of 1985. Each high school was located in a urban area, 343 of the respondents were from Flint, 328 from Pontiac and 33% from Saginaw. The students were asked to fill out a lengthy questionnaire which will be the source of the data used in this investigation. There are 1097 respondents, 20.58 of them black males, 25.1% black females, 27.73 white males and 26.7% white females. The mean age was 15.3 years, which breaks down as follows: 14 years old 13% 15 years old 50* 16 years old 34X 17 years old 2x A copy of the entire questionnaire can be found in the appendix. 299999999 199199199 Each of the research issues relates some element of family structure to adolescents’ television viewing behavior. Four dependent variables will measure viewing behavior. Three of these will be computed from the data gathered, the fourth will be taken directly from a question on the survey. The four include: 1) Total number of hours available to view on a typical schoolday 2) Total hours of prime time viewed during a week 18 19 3) Total hours of daytime soap operas viewed during a week 4) Whether television is viewed while eating dinner Number Of Hours Available to View The total number of hours available to view on a typical schoolday has been computed by adding two variables on the survey; hours of television allowed to watch between school and dinner and hours allowed to watch between dinner and bedtime. These two were positively related (r = .574) at a significance level of p 5 .01. The questions, their response categories and frequency percentages are as follow: On a typical schoolday, how many hours of television do you get to watch between the time you get home from school and dinnertime? 0 l 2 3 More (7%) (18%) (22%) (18%) (34%) On a typical schoolday, how many hours of television do you get to watch between dinnertime and the time you go to bed? 0 l 2 3 4 5 More (2%) (9%) (17%) (22%) (16%) (12%) (21%) The mean number of hours for this created variable is 6.0 with a standard deviation of 2.7. These two questions ask how much television the adolescent ”gets" to watch between certain times of the day and does not ask for specific viewing information. Thus, these results seem to relate to parental mediation of the adolescents television viewing and the amount of 20 free time the adolescent has instead of actual viewing information. Another design problem is that the questions are skewed toward the right. Larger categories should have been included to insure a more even frequency distribution. Prime Time Viewed To determine the amount of prime time television viewing by adolescents a compilation of primetime entertainment programming from the three broadcast networks (ABC, CBS and NBC) has been utilized from the questionnaire. Only entertainment series were listed; omitted items include movies, sports, documentaries, magazines and special events. Each series was listed under the day that it normally appears on television. Respondents were asked to indicate how many of the last four episodes they had seen. A sample portion of this section of the questionnaire is below. Here is a list of TV shows on between 8 and 11 p.m. In the last 4 weeks, how many times (0 to 4) have you seen each show? MONDAY: Scarecrow and Mrs. King 0 1 2 3 4 Kate and Allie 0 l 2 3 4 Newhart O 1 2 3 4 Cagney and Lacey 0 1 2 3 4 This continues for each day of the week. In order to 21 determine the amount of prime time viewing in one week an additive index of all programs listed was created. The amount of time each program was viewed during one week was derived by multiplying the number of viewings in the past four weeks by the length of the program and dividing by four. Thirty-nine hours of prime time programming each week was listed in the questionnaire although because of network overlap the greatest number of hours that could be viewed during this time period is 21. The mean number of prime time television viewed during a week is 10.5 with a standard deviation of 6.4. This question did not gather information regarding other entertainment on televison during the prime time hours because of logistical conflicts. Because of time constraints in completing the questionnaire it was not practical to ask about each cable channel or the variety of special programming that was aired over the broadcast networks. Another problem with this measure is that it requests adolescents to recall their last four weeks of viewing. Although it is unlikely that many of the adolescents reported their correct viewing habits of the past month, this measure may be a very close estimate of what is watched during the prime time hours. Soap Operas Viewed The number of soap viewing hours is another index created. As it did with the primetime series, the 22 questionnaire asked for viewing habits of each of the daytime soap operas on network television. Here is a list of the soap operas that are on each day. In the last week, how many times (0 to 5) have you seen each soap? Ryan’s Hope Search For Tomorrow Loving Young and the Restless Days Of Our Lives All My Children As The World Turns Another World One Life To Live Capital Guiding Light Santa Barbara General Hospital OOOOOOOOOOOOO HHHHHHHHHHHHH NNNNNNNNNNNNN wwwwwwwwwwwww bk-fihfihkhhbbbb OIOIOIOIOIUIOIOIOIOIOIOIUI These 13 soap operas comprised 11 hours of programming each day. By taking into account the differences in episode length, an index of the number of soap opera hours viewed each week was derived. The average number of hours viewed in a week was 8.55 with a standard deviation of 7.73. Dinner With Television Whether the adolescent watches televison while eating dinner is the fourth dependent variable to be used. It was asked directly on the questionnaire. Sixty-one percent of the adolescents reported watching television while eating dinner. Do you watch TV while eating dinner? YES(1) NO(0) (61%) (39%) 23 Pearson correlations will be run to examine the interrelationship among the four dependent variables. 19999999999 299199199 Thirteen family structure variables will be computed from the questionnaire data to serve as independent variables. One is concerned with the education of the parent(s), one with the number of people in the household, eight with the with parental structure in the home, two with the work status of the parent(s) and one with the birth order of the adolescent. Education of Parent(s) The parental educational level will be based upon the highest level of education that either parent in the home has obtained. Only the higher level of education will be considered if there are two parents in the home. Parents include both natural and stepparents living in the household. One question on the survey asked specifically about the educational background of mother/stepmother and father/stepfather which live in the household. How much education has he(she) had? LESS THAN HIGH SCHOOL HIGH SCHOOL SOME COLLEGE COLLEGE DEGREE OTHER When only the highest educational level of the parental structure in the household is taken into account the 24 distribution is as follows: 9999 9 9 OTHER(1) 9 1% LESS THAN HIGH SCHOOL(2) 50 sx HIGH SCHOOL(3) 413 41x SOME COLLEGE(4) 265 27x COLLEGE DEGREE(5) 260 26% Pearson correlations will be run pairing this variable with each of the dependent variables to test the hypothesis that there is a relationship between the education of the parent(s) and the adolescent television viewing behavior. Number of People in Household The number of people in the household include the adolescent, natural parents, stepparents, siblings and stepsiblings who live in the household. This is an additive index which includes the adolescent and responses from five questions that were asked on the survey. They are, How many older brothers live with you? How many younger brothers live with you? How many older sisters live with you? How many younger sisters live with you? Which parents or older adults live with you? (Circle as many as apply) MOTHER FATHER STEPMOTHER STEPFATHER OTHER The distribution of this additive index is as follows: 25 Number of 999919 (DmQQOIAOOND-i 10 ll 12 14 9 9 2 0% 77 7% 253 23% 325 30% 221 20% 122 11% 55 5% 17 2% 13 1% 6 1% 3 0% 2 0% l 0% Pearson correlations will be run to test the hypothesis that there is a relationship between the number of people in the household and the adolescent viewing behavior. Parental Structure The eight dummy-coded parental structure variables are as follow: 1. Whether it is a one parent or two parent home Whether there are zero or one step-parents in the home Whether the home has a mother Whether the home has a father Whether the home has a mother only Whether the home has a father only Whether the home has both natural parents Whether the home has a natural mother and a stepfather To obtain the eight dichotomous parental structure variables one question of the survey was utilized. 26 Which parents or other adults live with you? (Circle as many as apply) MOTHER FATHER STEPMOTHER STEPFATHER OTHER The eight independent parental structure variables and how they were coded from this question are as follow: 1. Number of parents in the household. 1: one of the five responses was circled? 2: two of the five responses were circled The few cases (22) where 0, 3, 4 or 5 responses had been circled were deleted from this analysis. One and two were used as codes in this instance to represent the number of parents. The number of each coded responses is as follows: 9999 9 5 One parent(l) 370 34% Two parents(2) 705 66% 2. Number of stepparents in the household. 0: Neither the stepmother or stepfather response was circled. 1: Either stepmother, stepfather or both responses were circled. On a few occasions more than one stepparent was cited as living in the household. The number of each coded response is as follows: 9999 ‘ 9 I)! No stepparents(0) 918 84% One stepparent(1) 179 16% 27 3. Whether there is a natural mother or stepmother in the household. NO= Neither the mother or stepmother response were circled. YES= Either the mother, stepmother or both responses were circled. The number of each coded response is as follows: 9999 9 5 No mother present(0) 155 14% Mother present(l) 942 86% 4. Whether there is a natural or stepfather living in the household. NO= Neither the father or stepfather response were circled. YES= Either the father, stepfather or both responses were circled. 9999 9 E No father present(0) 512 47% Father present(1) 585 53% 5. Whether the household has a mother only parental structure. NO= Either the father, stepfather or other response were circled. YES= Only the mother or stepmother response were circled. 9999 9 9» Not mother only(0) 824 75% Mother only(1) 273 25% 28 6. Whether the household has a father only parental structure. NO= Either the mother, stepmother or other response were circled. YES= Only the father or stepfather response were circled. 9999 9 9 Not father on1y(0) 1041 95% Father only(l) 56 5% 7. Whether the household has both natural parents as the parental structure. NO= Any single or combination of response except mother and father were circled. YES= Only the mother and father responses were circled. 9999 9 5 Not both natural parents(O) 602 55% Both natural parents(l) 495 45% 8. Whether the household has a natural mother and stepfather as the parental structure. NO= Any single or combination of responses except for mother and stepfather were circled. YES: Only the mother and stepfather responses were circled. 9999 9 9 Not mother/stepfather(0) 963 88% Mother/stepfather present(1) 134 12% Using these dichotomous variables, t-tests will be run to test the research question concerning relationships between parental structure and adolescent viewing habits. 29 Work Status of Parents(s) Two variables dealing with the work status of the parent(s) will be created from the questionnaire data. One variable will concerned with whether there is a natural mother or stepmother at home during the day and the other will be concerned with whether there is a natural father or stepfather at home during the day. These dichotomous variables will be created from questions on the survey in the sections that ask specifically about employment of the mother/stepmother and father/stepfather that live in the household. Does he(she) work full-time, work part-time or not work? FULL-TIME PART-TIME NOT WORK If a parent which lives in the household works less than full-time he(she) is considered to be at home during the day. The distribution for these are as follows: 99.1215 9 1‘ Mother at home during the day NO(0) 624 57% YES(1) 473 43% Father at home during the day NO(O) 997 91% YES(1) 100 9% T-tests will be used to test the research question of whether there is a relationship between whether there is a parent home Birth Order There the subject 30 during the day and adolescent viewing habits. are three possible responses to birth order of based upon his/her age in respect to every other sibling (step and natural) in the household, whether the respondent is the youngest, middleborn or oldest child. An only child in considered an oldest because they I tend to carry those traits that an oldest child has . This was derived from questions regarding how many siblings are in living in the household. How many older brothers live with you? How many younger brothers live with you? _____ How many older sisters live with you? How many younger sisters live with you? how many are step total or half? The distribution for this is as follows: 9999 9 9 YOUNGEST(0) 265 24x MIDDLE(1) 253 23x OLDEST/ONLY(2) 579 53x Of those in the oldest/only category 58% were oldest children and 42% were only children. To test the final research question an analysis of variance has been run to determine if there is a relationship between birth order and adolescent television viewing habits. 31 9999999 99919919 Regression analysis will be used to determine which, if any independent variables may be predictors of the four dependent variables, controlling for the full set of family structure items. Pearson correlations among the independent variables will be run first to identify and eliminate problems of multicolinearity. Any independent variable correlated higher than .6 with another considered multi-collinear and one or the other . 2 deleted from the regression anaylsis Endnotes Lucille K. Forer. 91999 99999 999 1119 99199 Books: Springfield, 111., 1969)38. 2 Usage of .6 for multicollinearity based upon discussion with Dr. Carrie Heeter and Dr. Linda will be will be (Thomas Kohl, instructors of social research in the Department of Telecommunication at Michigan State University. RESULTS Pearson correlations to examine intercorrelations among dependent variables can be found in Table 1. All pairings were significantly correlated at p g .01. The amount of prime time television viewed was highly correlated with total amount of television viewed (.397) and the amount of soap operas viewed (.471). The total amount of television viewed was moderately correlated with both the amount of soap operas viewed (.322) and whether television was viewed during dinner (.252). 99999991 999999199 Pearson correlations were used to test the first hypothesis. Results can be found in Table 2. H1: There is a negative relationship between amount of parental education and the amount of television adolescents watch. No significant relationship was found between the education level of the parent(s) and the amount of television adolescents watch. The null hypothesis is not rejected. 999999 99 999919 19 999999919 Pearson correlations were also used to test the second hypothesis. Results can be found in Table 2. H2: There is a negative relationship between the number of people in a household and the amount of adolescent viewing. There is a moderate but significant (p 5 .05) positive 32 33 Table 1 - Pearson Correlations of Viewing Measures TOTAL TV PRIME TIME SOAP OPERA VIEWING VIEWING VIEWING PRIME TIME VIEWING .397** ---- SOAP OPERA VIEWING .322** .471*# ——-— VIEWING DURING DINNER .252** .158** .167** Table 2 - Pearson Correlations of Parental Education and Number of People in Household TOTAL PRIME TV TIME SOAP DINNER OPERA TIME VIEWING VIEWING VIEWING VIEWING Education of Parent -.030 .000 -.011 -.034 # People in Household .018 .065* .071** -.076** t represents significance of p 5 .05 t: represents significance of p 5 .01 34 relationship between the number of people in the household and the amount of prime time television (.065) and the amount of soap operas (.071) viewed. The number of people in the household had a moderate but significant negative relationship with whether television was watched during dinner (-.076). Thus larger households were less likely to watch television while eating dinner. Although these results had significance levels of p 5 .05, it should be noted that actual correlations were very low. The null hypothesis is rejected. 99999991 999999999 T-tests were used to test the first research question. Results can be found in Table 3. 01: What is the relationship between parental structure and the amount of television viewed by adolescents? Significantly more viewership was found for all dependent measures under the following conditions: 1) when the household had only one parent present, 2) if a father was not present, 3) if the household had only a mother present or 4) if the parental structure was comprised of other than both natural parents. Adolescents reported 11.62 hours of prime time viewing each week if only one parent was in the household while those adolescents with two parents present reported watching significantly less (9.85 hours per week). This pattern continues with soap opera viewing (9.63 hours per 35 week in one parent households, 7.93 hours in two parent households), with total television viewed (6.58 hours each day in one parent households, 5.78 hours in two parent households), and with watching television while eating dinner (67% watch in one parent households, 58% watch in two parent households). There were no significant differences whether the household had a stepparent present or not. There was significantly more viewership on all four measures if a father or stepfather was not present in the household. Adolescents reported watching 5.6 hours a day if a father or stepfather was present in the household while significantly more was viewed (6.52 hours) if a father or stepfather was not present in the household. This is also true for prime time viewing (9.74 hours in households with a father or stepfather, 11.33 hours in households without a father or stepfather), soap opera viewing (7.50 hours in households with a father or stepfather, 9.76 hours in households without a father or stepfather), and watching television while eating dinner (56% watch in households with a father or stepfather, 67% watch in households without a father or stepfather). There were no significant differences whether or not a mother or stepmother was present in the household. Of the four mutually exclusive parental structures tested (mother only, father only, both natural parents and 36 mo.w a mo mucmopmwcmpm mucmmmgamg 9 . Ammau~.o:uo .Ho. Ho. mm.«mm. Ho. Ho. mm.«mm. Hm. mm. No.9mm. mm. mm. mm.*um. muzzm uzfimaa oZHzmH> mm.» m~.m ~e.maom.n mm.m mm.m wH.m¢mm.m ne.m mm.m o~.m«om.n um.m om.m mm.u9mm.m mzmzma> mth mzama Ho.o mH.o om.o«em.m mo.o eo.o mm.m«em.o no.m mw.m mm.m9om.m mm.m mo.m wn.m«mm.o ozH3MH> >p m ogapusgpm 2F92mm --- »_=O\smmu_o Emzsmzz mNo. mac m:_9=a «so: u< Locus; Nuo.. mwo. awn m:_9:o mac: u< gmzuoz Mss. 999.. «90.- 9. .. Emzsstgmum\gm;soz 9899093 .mmo.-.mhm. .mmo. .mmm. mscmtmg _..=smz 99cm 90:98:: “no. «mmo. .mmo. .mmo -.ms~ »_=o Legsmu Legumgz Hwo.. mmE. .mes.-.m9~.-.m~m...st.- s_=o .8998: Logsmgz .qmo.. one -.mss .mmm -amem «msm .mfle ”sommLa 999989 989999: neg mmo .mmo -.mms .mmm .mkm -.Nm~ mmo J 99mmwtm Lasso: Lassmgz ¥m-. 9mmfi.- oeo.u9mem. 9moe.limo~.u«wm~.uiwfim.nym-.- u—ozmmaoz :_ mucogaqamum * woo.-9mh¢.-9¢oo. *msm. «moo. «mum. «mow.-wmmm. «mom. «mam. vpozmmzoz.:P mucosa; * *mom.niwom.u*mmfl. WW2. immm. imminimmmfxmmfi. imz. «Emma. immm. U—ozmmzo: E. 0300; m. owe. .sms.-.9o~.- mmo. meo. “No.- NNo.- «No. .omo. ego. smo. mmo.- scmgmm to go.s~o=uu L n D. n o O p. o 3.. o D. 0 0. Id 1 :4 1 1* Id .11 a... 19. 1+ 1.. S d d a L. U: l... UV ”- a u.- u. “I u. u- : D- a s u a u a «O . U a a a a a .J 0 1+. .0 J 6 J J 1 N J J J J d a d / / S D. d u l 0 G V G V a) 1 0 0 d d D. 1 a u D. «4. D. 3 1.7 n u u In J J s -1 .A .A a J I. I. a a a K H H .G p. .A K S S U o o I! 1.. a a 1+ w w D. . u u S a a 19 , «.9 1? W 4 mo mcowpmpmggou :omgmma . 5 space 44 Mother only in the household, both natural parents in the household and mother/stepfather in the household were kept because of their descriptiveness when comparing parental structures. Using the remaining ten variables to predict total television viewing, the overall equation was significant at p 5 .01 with a multiple R of .206. Table 8 lists each predictor with its standardized beta and F to enter significance. Four variables were significant predictors of total television viewing. Having a mother present in the household was a positive predictor. Both natural parents in the household, having a mother at home during the day and being the oldest or only child were negative predictors of total television viewing. Table 9 lists the predictors of prime time viewing with an overall significance of p 5 .01 and a multiple R of .176. Number of people in the household was the only variable that was a significant (positive) predictor of soap opera viewing. Table 10 reports the standardized betas and F to enter significance of the predictors of soap opera .viewing. The set of variables was significant at p 5 .01 with a multiple R of .180. Number of people in the household was again the only variable that was a significant (positive) predictor of soap opera viewing. Predictors of viewing television while eating dinner 45 can be found in Table 11. The overall equation was significant at p 5 .05 with a multiple R of .149. Again, only one variable was a significant predictor of viewing television while eating dinner; having a mother home during the day was negatively related. 46 Table 8 - Predictors of Total Television Viewing STANDARDIZED BETA p Both Natural Parents in Household -.192 .029 Mother Present in Household .152 .022 Mother at Home During Day -.088 .007 Eldest/Only Child -.072 .036 Mother/Stepfather in Household -.063 .329 Father at Home During Day -.062 .129 # People in Household .052 .151 Education of Parent -.046 .155 Father Only in Household .043 .274 Mother Only in Household .019 .802 Multiple R = .206 p = .000 47 Table 9 - Predictors of Prime Time Viewing Both Natural Parents in Household # People in Household Father Only in Household Mother Only in Household Eldest/Only Child Mother At Home During Day Mother/Stepfather in Household Mother Present in Household Education of Parent Multiple R = .176 STANDARDIZED BETA -.118 .106 .053 .044 -.029 -.027 -.018 .015 .010 p = .001 .181 .003 .183 .560 .392 .400 .781 .824 .764 48 Table 10 - Predictors of Soap Opera Viewing # People in Household Both Natural Parents in Household Mother Only in Household Mother/Stepfather in Household Eldest/Only Child Mother at Home During Day Mother Present in Household Education of Parent Father at Home During Day Father Only in Household Multiple R = .180 STANDARDIZED BETA .098 -.082 .068 .048 -.045 -.039 .018 -.010 .009 .004 .000 .007 .351 .365 .460 .189 .231 .813 .763 .824 .992 49 Table 11 - Predictors of Viewing Television While Eating Dinner STANDARDIZED BETA p Both Natural Parents -.153 .084 Mother Present in Household .125 .063 Mother at Home During Day -.067 .041 Mother/Stepfather in Household -.066 .310 # People in Household -.064 .081 Mother Only in Household -.063 .405 Eldest/Only Child -.047 .171 Education of Parent -.043 .188 Father Only in Household .030 .451 Father At Home During Day .001 .988 Multiple R = .149 p = .014 DISCUSSION This investigation found significant differences in the amount of television adolescents view when family structure was controlled for. Each of the research issues has introduced interesting results and possible implications. Contrary to previous findings cited, no relationship was found between education level of the parent(s) and the amount of adolescent television viewing. This difference may be due to the samples involved. The respondents used for this study came from three high schools that were very close in all characteristics measured, including education level of the parent(s) (which was well distributed across categories but similarly so across high schools). Other data cited had national samples, which may have included both adolescents from areas with highly educated parents and adolescents from separate areas with non-educated parents. Perhaps school and peers play a larger role viewing habits than parents during these years. The number of people in the household was significantly positively related to the amount of prime time television and the amount of soap operas viewed. It is also a positive predictor of these two variables when all other family structure variables have been controlled for. This is in conflict with previous research findings. 50 51 The number of people in the household was significantly negatively related to whether television is watched during dinner thus adolescents in large households were less likely to view television while eating dinner. Viewing during prime time may prevent tense interaction which may be associated with households with larger number of inhabitants. Adolescents may view during the daytime in households with more inhabitants because they are babysitting younger siblings and are not allowed to leave the household. Viewing television during dinner may be too much of a distraction when organization in serving a large household is needed. Conversely, it may be a welcome distraction in small households. On all viewing measures, adolescents watch more television when the parental structure of the household is made up of only one parent. This is also true if the one parent is the mother but no significant relationship is found in a father only parental structure. This may be due to the small number (5%) of households with a father only parental structure. A significant negative relationship was found on all viewing measures when a father was present in the household, this is also true when both natural parents are in the household. Having both natural parents was a significant negative predictor of adolescent viewing while having a mother present in the household was a significant positive predictor of total television 52 viewing when all family structure variables were controlled for. Such strong viewing differences attributable to parental structure are seen as one social impact of the demise of the traditional family structure. As deviation occurs from the traditional parental structure of both natural parents, adolescent viewing increases. Having a mother home during the day had a significant negative relationship with the total amount of television viewed and viewing television while eating dinner. It was also a significant negative predictor of those two viewing measures when controlling for all other family structure variables. Having a father in the home during the day was positively related to soap opera viewing and watching television while eating dinner. The decrease in viewing when a mother is home during the day may be due to the mother being able to take care of younger siblings and household chores. This would allow the adolescent greater freedom to participate in activities that take place outside of the home and thus away from the television set. This also may be due to the mother actively regulating television viewing. The increase in viewing when a father is home during the day may be due to avoidance of interaction between‘the adolescent and the father or perhaps indicates the adolescent is viewing with the father. 53 The birth order of the adolescent was significantly related to all viewing measures tested. Those adolescents who were the youngest child watch more total television and watch more often during dinner than the other birth orders. Middle children watch the most prime time television and soap operas and are least likely to watch television during dinner. Oldest or only children view the least amount on three of the measures; total television viewed, prime time television viewed and soap operas viewed. Being an oldest or only child was also a significant negative predictor of total amount of television viewed when all other family variables were controlled for. Oldest and only children may have more responsibilities within the household which leaves them less opportunity to view television than youngest and middle children. There are also fewer people in the household which has shown to be a negative predictor of adolescent television viewing. The biggest weakness of this study was that all viewing behavior was based upon self report, sometimes weeks after the viewing had taken place. Because of this, absolute number of hours viewed cannot be compared to other measures of viewing behavior, such as daily diaries. Another weakness was that only black and white races were included in the analysis. Further use of this data should 54 include comparison analysis based on race and gender. Future studies should include the interaction effects of the education level of the parent(s), peers and school with adolescent televisiOn viewing. A greater understanding of the relationship between adolescent viewing and number of people in the household may be had if viewing data is segmented into dayparts and if the amount of viewing with parents and siblings is measured. A great deal of future research into adolescent viewing habits should be focussed on the parental structure in the household. Measures which should be included are duration of the parental structure in the household and what structure exsisted previously. What relationship the duration of the parental structure has with adolescent viewing habits must be explored. The results of adolescent viewing behavior when a mother is home during the day or father is home during the day is somewhat conflicting. This may be due to varying amounts of viewing by the parents. Further research into the viewing habits of the parents is called for. The birth order of the adolescents resulted in significant differences among three of the viewing measures. As this may be due to what activities they are involved in, how the various birth orders spend their time should be explored. Additional research examing family structure and its 55 relationship to viewing behavior of other age groups is called for. Other information which should be gathered in future studies include the availablility of other television sets in the home, what type of programming is preferred, what relationship cable television has with viewing habits, what activities accompany viewing and what the motivations to view are. APPENDIX 56 TELEVISION AND HOVIZ STUDY in: are asking :nese ouestions in nigh scncois in Micnigan. The duestions ask you to tell us about unat TV snows and wnat movies you lie to watch. There are duestions aoout radio and music. also. iam- ansuers will halo us understand what teen-agar: are doing with tnt.I mass media. This is comoietely anonymous: we don‘t want you to out yOur name on this. just your nonast answers. than you are tnrougn filh‘n this out. we will talk to the class aoout the Study. Thank you for asking us. ”1.1.91" " e w, ‘. . - . ( , “‘19"? v.» N - ., n '.. ll: ' .1111 MONDAY: Scarecrow and Mrs. King Kate 1 Allie Newhart Cagney and Lacey TUESDAY: A-Team Riptide Remington Steele Three's A Crowd Who's the Boss? Jeffersons Call to Glory MacGruder and Loud WEDNESDAY: Charles in Charge Highway to Heaven Fall Guy Facts of Life Dynasty St. Elsewhere Hotel E/R THURSDAY: Magnum, P.I. Cosby Show Family Ties Simon 8 Simon Cheers Night Court Knots Landing Hill Street Blues 57 Here is a list Of TV shows on between 8 and ll p.m. PLEASE CIRCLE VOVR ANSWER 0000 00000003 00000000 HFHHHHHF 00000000 HHHFO HHHHHHHH HHHHHHHH NNNNNNNN NNNNNNNN NNNN NNNNNNNI‘J uwww wwwwwwuu wuwwwwww wwuwwwww bbbb kbhhbhbb #bbbbbbh fihbbbbhb In the“last 4 weeks, how many times (0 to 4) have you seen each show? Card 9(1) ID = B 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 3S 553 FRIDAY: COL Dukes of Hazzard o 1 2 3 a 36 V o 1 2 3 4 37 Benson 0 1 2 3 4 38 Webster 0 1 2 3 4 39 Dallas 0 1 2 3 4 40 Hawaiian Heat 0 1 2 3 4 4l Falcon Crest o 1 2 3 4 2 Matt Houston 0 1 2 3 4 43 Hunter 0 1 2 3 4 44 Street Hawk 0 1 2 3 4 45 Miami Vice 0 1 2 3 4 46 SATURDAY: Airwolf o 1 2 3 4 47 Diff'rent Strokes 0 1 2 3 4 48 Blame a Break 0 1 2 3 4 49 Love Boat 0 1 2 3 4 50 Double Trouble 0 1 2 3 4 51 Spencer . 0 1 2 3 4 52 Berrenger's D 1 2 3 4 53 Finder of Lost Loves O 1 2 3 4 54 Othemorl d O 1 2 3 4 55 SUNDAY: Knight Rider 0 1 2 3 4 56 Murder, She Hrote 0 1 2 3 4 57 Trapper John, H.D. 0 1 2 3 4 58 o 1 2 3 4 59 Crazy Like a Fox Here is a list Of the soap Operas that are on each day. In the last week, how many times (0 to 5) have Y°u seen each soap? Ryan's Hope Search For Tomorrow Loving Young and the Restless Days of Our Lives All My Children As The World Turns Another World One Life to Live Capitol Guiding Light Santa Barbara A General Hospital 5E3 OOOOOOOOO.3000 HD—‘HHHHHHHHHHH NNNNNNNNNNNNN wuuwwwuwwuwuu PLEASE CIRCLE TOUR ANSWER c» as an an a. a» a- a- a» a- a-.p .9 LIIUIU‘CJ'IU‘UBU‘U‘O‘OJIUIU'IU‘ COL 61 62 63 54 55 66 67 68 59 7o 71 72 73 74-80 Here is a list of some TV shows that are on each day in the late afternoon or early evening. In the last week, how many times (0 to 5) have you seen each show? Dukes of Hazzard Charlie's Angels Bewitched Battlestar Galactica HKRP in Cincinnati Make Me Laugh What's Happening Leave it to.Beaver M.A.S.H. Three's Company Little House on the Prairie Diff'rent Strokes Beverly Hillbillies Lavern and Shirley Hot Potatoes PLEASE CIRCLE YOUR ANSWER 000000 000000000 l 2 NNNNN NNNNN 60 3 3 (a) wwwwwwwww 4 #bhh #hbhh U'IU'IU'ILITU'IUT MMU‘IU'I COL Card #(2) l 10 # 2-5 B 6 10 ll l2 l3 l4 l6 l7 l8 19 20 21 a 22-24 ll. 12. l3. I4. 15. 16. When watching TV, how Often do you talk about the show with a parent? After a TV show ends. how often do you talk about the show with a parent? How often do you talk about TV with a parent. when you're not watching TV? How often do your parents say negative things about something you‘re watching? How often do you ask your parents questions while watching TV? How Often do your parents say positive things about something you're watching? How often do you watch TV alone? How Often do you watch TV with a boyfriend or girlfriend? How Often do you watch TV with other friends? How Often do you watch TV with a parent? On school nights. how Often do you watch the same shows your parents watch? On the weekends, how Often do you watch the same shows your parents watch? How Often does a parent know what. shows you are watching? How Often does a parent not let you watch an R-rated movie on TV? How often does a parent not let you watch other movies on TV? How often does a parent set limits on how much TV you can watch? 61 OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN SOMETIMES SOMETIMES sommss 501911195 seem-es soremes scitmes sorcmcs soremes SOMETIMES SOMETIMES SOMETIMES SOMETIMES SOMETIMES SOMETIMES SOMETIMES PLEASE CIRCLE ONE ANSUER NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NEVER NEVER NEVER NEVER NEVER NEVER NEVER NEVER NEVER NEVER NEVER NEVER NEVER NEVER NEVER NEVER COL 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 4O 4l 5. IO. 62 In the past seven days has a parent reconnended some show for you to watch? YES In the past seven days has a parent told you that you watch too much television? YES In the past seven days has a parent told you not to watch some show on TV? YES In the past 30 days has a parent let you watch more TV to reward you for something? YES In the past 30 days has a parent punished you by not letting you watch some show on TV? YES Are there rules in your house about watching TV? LOTS SOME A FER On school nights, how late can you stay up to watch TV? 9:00 9:30 lO:OO 10:30 ll:OO 11:30 NO TIME LIMIT GIVEN If your parents see you watching a show they don't want you to watch. what do they most often do? (CIRCLE ONE) TURN IT OFF SUGGEST YOU STOP WMQIT SUGGEST YOU DO SOMETHING ELSE NOTHING Hith whom do you most prefer to watch TV? (CIRCLE ONE) ALONE FRIENDS A PARENT BROTHER OR SISTER BOYFRIEND OR GIRLFRIEND When you check TV channels to see what's on, about how many different channels do you check before you decide what to watch? NO NO NO NO NO NOT REALLY COL 42 I 43 45 46 47 48 49 50 W 51'5"" How many different television channels do you watch regularly. at least once a week? . 53-54 W I 55 63 In the last two weeks, have you watched any of these TV music shows? PLEASE CIRCLE YES OR NO Star Search YES Fraggle Rock YES Soul Train YES Radio 1990 YES Night Flight YES Night Tracks YES ABC Rocks YES Solid Gold YES Dance Fever YES America's Top Ten YES Friday Night Video YES 00 you ever watch the channel, MTV? YES (if YES) have you watched it this week? YES How many MINUTES did you watch it YESTERDAY? NO N0 NO NO NO NO NO NO NO N0 NO NO NO COL 56 57 58 59 6O 61 62 63 64 65 66 67 68 69-7l 64. AGREE (A), or OISAGREE (O), or STRONGLY OISAGREE (SD). work fairly quickly and CIRCLE one choice after each statement.. Your answer will show what you usually think, how you usually feel and how you COL usually benave. , Card =(3) 1 PLEASE CIRCLE one 10 g 285 l. I have a steady boyfriend (or girlfriend). SA A D so 7 2. My religion influences the way I act. SA A D SD 3 3. At times, I think I am no good at all. SA A D SD 9 4. It is easy for me to make friends. SA A D SD 10 5. I often take part in school activities. SA A D SD 11 6. It is a boy's responsibility to pay for a date. SA A D SD 12 7. Overall, I am satisfied with the relationship I have with my parents. SA A D so 13 8. Religion is very important to me. SA A D SD 14 I spend a lot of free time with my date(s). SA A D SD 15 10. A wife's career is as important as her husband's. SA A D SD 16 11. Our family has a lot of problems. SA A D SD 17 12. Going to religious services is a waste of time. SA A 0 so 18 13. Boys should open doors for girls on a date. SA A D SD 19 14. If it were right, I would stay away from school as often as possible. SA A D SD 20 15. I feel like I can talk to a parent about my problems. SA A D SD 21 16. A lot of times, I do not feel competent. SA A D SD 22 17. Most of my classmates like me. SA A D SD 23 18. Girls are better as school leaders than boys. SA A D 50 24 19. I feel I am given enough freedom by my parents to do what I want to do. SA A D SD 25 20. I am able to do things as well as most other people. SA A D SD 26 21. It is all right for a girl to call a boy for a date. SA A 0 SD 27 22. I sometimes feel like leaving home for good. SA A 0 so 28 23. I don’t regularly go out with members - of the opposite sex. - SA A D so 29 24. I don't really feel like I belong to a group here at school. SA A D SD 30 I 31 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 655 A mother should not work unless the family needs more money. I feel I have much to be proud of. My parent(s) know who I am dating. I wish I were more popular. I plan to go to college. A wife should be able to keep her maiden name. Many of my classmates are so unkind that I avoid them. Most teachers.are fair and reasonable. It is hard to discuss my dating problems with my parent(s). I don't enjoy being with my classmates. Boys and girls ought to be able to play on the same varsity sports team. I have lots of self-confidence. I wish that more affection were shown between members of my family. The husband in a family should make the important decisions. I am a member of a club, team or other organization at school. I can confide in at least one of my teachers. A man would be uncomfortable if his wife earns more than he does. Host of my classes are boring. A woman should be careful not to be too aggressive. Even when I'm with other people, I sometimes feel lonely. I feel that if I were more like other people, I would have it made. Hy parents make a lot of rules about my dating. A man should offer his seat on a crowded bus to a woman who is standing. Hen are usually better with computers than women. SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SO SO SO SO SO SO SO SO SO SO SO SO SO SO SO SO SO SO SO SO SO SO SO SO 32 33 34 35 36 37 39 4O 41 42 43 45 46 47 48 49 SO 51 52 53 54 55 56-80 66 which of the following movies have you seen? MOVIE POI‘C. kademYOOOOOOOOOOOOOOO00...... Thief of Hearts...................... The Razor's Edge .................... Little Drunmer Girl A Soldier's Story......... ....... .... Teachers............................. Sudden Impact........ ........ Purple Rain ................. . ....... Country . ......... . ....... . ..... ..... Savage Streets.. ..... .... ........ .... Exterminator 2 ........... ..... ...... Footloose ........................... . Revenge of the Nerds .............. ... Bachelor Party ........ . ............ . The Wild Life . ...................... Return of the Jedi F1ashdance............. ......... ..... Tootsie ............................. National Lampoon Vacation............ Splash............................... Risky Business....................... Superwnn III......................... Blue Thunder ...... ................... Staying Alive........................ Porky's II: The Next Day............. The Big Chill........................ Spring Break......................... Breathless ..... ...................... All The Right Noves.................. Class ............................... W Tutor-0.0..........OOOOO0.00...... Terms of Endearment.................. Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Please circle Theatre if you saw it in the theatre, I!_if you saw it on TV, 6r Vg3_if you saw it on a home video cassette. Please circle one that applies to you; if you saw the movie in more than one way, circle all the ways you saw itelf you saw none. leave it blank. TV TV 22222 TV TV 2222 TV TV 222222 TV TV TV TV TV 22222 VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR 'VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR Card 5(4) ID # I COL 1 2-5 \IO‘ 10 11 12 13 14 15 I6 17 18 19 20 21 22 23 24 25 26 27 28 29 3O 31 32 33 35 36 37 38 39 An Officer and a Gentleman .......... ROCky III......00000000000000.0000... The Best Little Nhorehousein Texas.. Star Trek II: The Hrath of Khan ..... Sharky.s mehinQOO ..... ..000000000000 0" GO‘dm PondOO 0000000 00000000000000 Fast Times at Ridgemont High......... Poltergeist.......................... Neighbors............................ Indiana Jones and the Temple of Doom. Richard Pryor Live on Sunset Strip... Conan the Barbarian ................. Friday the 13th ..................... 67 Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre Theatre TV TV 2222222222 VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR VCR 40 41 q C 43 44 45 46 47 48 49 50 51 52 53 10. I1. 12. 5. In the past 30 days how many times. 68-1" have you seen a movie in a theatre? O In the past 30 days how many times have you gone to a movie alone? In the past 30 days how many times have you gone to a movie with your steady boyfriend or girlfriend? In the past 30 days how many times have you gone to movie with other friends? In the past 30 days how many times have you gone to a movie with a parent? How often have you gone to PG-rated movies with a parent? How often have you gone to R-rated movies with a parent? How often do you talk with a parent about the movies you've gone to see? How often does a parent recoumend some movie for you to go see? How often does a parent not permit you to go see a movie you want to see? How often does a parent know what movies you go to see? How often does a parent pay for the movies you go to see? OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN OFTEN b) w SOMETIMES SUETIIES SOMETIMES SOMETIMES SOMETIMES SOMETIMES SOMETIMES 5 MORE 5 MORE 5 MORE 5 MORE 5 MORE NOT OFTEN NOT OFTEN NOT OFTEN 3T OFTEN NOT OFTEN NOT OFTEN NOT OFTEN NEVER NEVER NEVER NEVER NEVER NEVER NEVER LUL 54 57 58 59 60 61 62 63 64 65 I 66-80 5. 10. 11. 12. 13. 14. 15. 69 First. how many working television sets do you have at home? Do you have your own TV set? Do you get cable television at home? 3a. Do you get HBO or some other pay movie channel? On a typical schoolday, how many hours of television do you get to watch between the time you get home from school and dinner- time? Dn a typical schoolday, how many hours of television do you get to watch between dinner- time and the time you go to bed? On a typical Saturday, how many hours of television do you watch?- On a typical Sunday. how many hours of TV do you watch? Do you watCh TV while eating dinner? Do you have your own radio? On a typical schoolday, how many hours of radio do you listen to in the morning, before noon? On a typical schoolday, how many hours of radio do you listen to in the afternoon, between noon and 6 o'clock? On a typical schoolday, how many hours of radio do you listen to in the evening, after 6 p.m.? Do you have a record or tape player at home? 13a. On a typical day, how many hours do you listen to something on the record or tape player? How many days a week do you read a daily newspaper? what magazines do you read regularly? YES YES YES NO NO ID 4' ' 4 More More 4 5 More 4 5 More 4 5 More 4 More 4 5 4 5 More 4 5 More 4 6 7 I“ ‘0 CD Nail: 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 19. 20. 21. 22. 23. 24. 25. 26. 7() Not counting schoolbooks, how many books nave you read in the last 2 months? 0 1 2 3 4 5 More Do you have a videocassette recorder at your home? YES NO Do you have a home computer at your home? YES NO Do you have video games at your home? YES NO Have you ever used a computer? YES NO (if YES) Please circle all the places you have used one: AT HOME IN CLASS IN THE LIBRARY IN A COMPUTER CLASS OTHER (write in where) In the past 30 days, how many times did you go to shopping malls? O 1 2 3 4 5 6 7 More In the past 30 days, how many times did you play in some sport. for example. play basketball, go swimming, Jog? O 1 2 3 4 5 6 7 B 9 ID More In the past 30 days, how many times did you watch a live sports event? 0 1 Z 3 4 5 6 7 B 9 10 More In the past 30 days, how many times, did you go to church/synagogue? D 1 2 3 4 S More In the past 30 days, how many times did you go to a party or dance? 0 1 2 3 4 5 More In the past 30 days. how many times did you babysit? O l 2 3 4 5 6 More Do you work, (not counting babysitting?) YES NO 27a. what kind of work do you do? In the past 7 days, how many hours did you work? write in the number of hours next to the days that you worked. If you didn't work on some day, write 0 on the space: MONDAY TUESDAY HEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY COL 26 27 28 29 30-31 32 33-34 35-3F 37 38 39 an 41 42-48 49 71 Your answers to these questions will help us understand more about the overall student population in your school. Your answers will be anonymous. wa-f ee- For How old are You? what grade are yOu in? 9 10 Are you male or female? MALE FEMALE Hhat kind of grades do you usually get in school? A A-/B+ B B-/C+ C C-lD E/F the next five questions. please tell us how many brothers or sisters live at home with you, including step or half brothers and sisters. Then in the next column, tell us how many are step or half. 11. total how many are step or half? How many older brothers live with you? How many younger brothers live with you? How many older sisters live with you? How many younger sisters live with you? How many other brothers or sisters do you have. not living with you? which parents or older adults live with you? (Circle as many as apply) MOTHER FATHER STEPMOTHER STEPFATHER OTHER which parents do not live with you? (Circle as many as apply) MOTHER FATHER STEPMOTHER STEP FATHER OTHER COL 50-51 52-53 54 55 56 57 58 59 6O 61 62 63 64 65 66 -67 68-69 Please answer the next 4 questions if your mother or stepmother lives with you.. If not, skip to the next page. lZn. 12b. 12c. ‘120. Does she work full-time, work part-time, or not work? FULL-TIME PART-TIME NOT HORK If she works. what is her Job ? How much education has she had? LESS THAN HIGH SCHOOL HIGH SCHOOL SOME COLLEGE OTHER (write in below) COLLEGE DEGREE Approximately how much money does she earn or receive each year? 0 - 53.000 320.100 - 330.000 53.100 ’ $109000 $309100 ' 340.000 510.100 - 520.000 more than 540.000 70 71 72 73 74 '72 If not, skip to the last question. COL 13a. Does he work full-time, work part-time, or not work? 7; FULL-TIME PART-TIRE NOT WORK 76 13b. If he works, what is his job? 13c. How much education has he had? 7., LESS THAN HIGH SCHOOL more SCHOOL SOME COLLEGE OTHER (write in below) COLLEGE DEGREE 13d. Approximately how umch money does he earn or receive each year? 78 0 - 53.000 520.100 - 530.000 53.100 - 510.000 530.100 - 540.000 510.100 - 520.000 more than 540.000 14. Are you‘(circle as many as apply) 79-80 BLACK ASIAN HISPANIC HHITE OTHER (WHAT) 5 73 nere are some uue5;lun5 about wnat you do when you watcn TV. How often do you know wnat you are going to watcn before you turn the TV set On? How often do you cneck a TV guide or news- paper list befogg you turn the TV set on? How often do you check a TV guide or news- paper list while vou are watching TV? On school days, how often do you watch the same shows you watched the day before? 0n week nights, how often do you watch the sale shows you watched the week before? How often do you watch a whole show, without changing channels? When coumerci als come on. how often do you change channels to check and see what else is on? During a show (but not during commercials), how often do you change to check and see what else is on? When the show you are watching ends. how often do you change channels to check and see what else is on? After the show you are watching ends. how often do you know what the next show is that you want to watch? How often do you watch more than one TV snow at a time by changing back and forth? when you turn the TV set on, how often do you change channels to see what else is on? when you change channels to see what is on. how often do you stop changing channels as soon as you find something that looks goaa? when you change channels to see what is on. how Often do you check many channels. and then do back to the best ones? when you check channels to see what's on, how often do you start with Channel 2 or 3. then go to 4. 5. 6 and so on in order? Hhen you check channels to see what's on, how often do you check them in some particular order other than 2. 3. 4. 5. 6 and so on? N OT VERY QUITE VERY OFTEN OFTEN OFTEN OFTEN V0 00 D II V 0 V0 00 0 NVO V0 00 0 NVO V0 00 0 NVO V0 00 0 NVO V0 00 0 NVO V0 00 0 NVO V0 00 0 NYC V0 00 0 NVO V0 00 0 NVO V0 00 0 NVO V0 00 0 NVO V0 00 0 NVO V0 00 0 NVO V0 00 0 NVO V0 00 0 MVO .‘q’ OT AT ALL -'.' AA NAA NAA NAA NAA N AA NAA NAA NAA NAA NAA NAA 10 11 12 13 14 15 16 17 18 19 20 21 22 74 These next questions ask you how real certain things on television are. Zero means you think something is not real at all, and 10 means you think it is very real. For each question. give the number between 0 and ID that describes now real you think each thing is. NOT REAL AT ALL First, think about television shows in general: 1. How real to life are most TV characters? 0 1 2 3 4 5 6 7 2. How real to life are the problems they have? 0 1 2 3 4 5 6 7 3. How real to life are the ways in which they solve those problems? 0 l 2 3 4 5 6 7 Now, think about your favorite television show: 4. How real are the characters on your favorite TV show? 0 I 2 3 4 5 6 7 B 5. How real are the problems they have? 0 1 2 3 4 5 6 7 6. How real are the ways in which they solve those problems? 0 l 2 3 4 5 6 7 Now, think about your favorite television character: 7. How real is your favorite television character? 0 1 2 3 4 5 6 7 8. How real are the problems that person has? 0 l 2 3 4 5 6 7 9. How real are the ways in which that character solves those problems? 0 1 2 3 4 5 6 7 10. How real is the way that person lives? 0 1 2 3 4 5 6 7 VERY REAL 9 10 10 10 10 10 10 10 10 10 10 COL 24-2= 26-27 28-29 30-31; 32-33 34-35 36-37 38-39 40-41 42-43 44 75 which 2 snows have stories about love and romance that help you understand those ideas better? 45-48 Dallas 4 Magnum PI Remington Steele Dynasty Cheers Guiding Light General Hospital Happy Days Cover-Up The Fall Guy Three's Company Family Ties Paper Dolls Simon and Simon Benson The A Team HKRP Charles In Charge Little House On The Diff'rent Strokes One Day at a Time Prairie which 2 characters might you like to be like when you are an adult? 49-52 Diane Chambers (Cheers) Rujack (Guiding Light) Dominique (Dynasty) Magnum Chrissy (Three's Company) Blake (Dynasty) Morgan Fairchild (Paper Dolls) Benson Heather Thomas (The Fall Guy) Alex Keaton (Family Ties) Beth Raines (Guiding Light) Blackie (General Hospital) Vallerie Bertinelli (One Day at a Time) Remington Steele Heather Locklear (Dynasty) ' Anthony Hamilton (Cover-Up) Jennifer (HKRP) T.C. (Magnum PI) which 2 characters are like the kind of person you would like to date? 53-56 Diane Chambers (Cheers) RuJack (Guiding Light) Dominique (Dynasty) Magnum Chrissy (Three‘s Company) Blake (Dynasty) Morgan Fairchild (Paper Dolls) Benson Heather Thomas (The Fall Guy) Alex Keaton (Family Ties) Beth Raines (Guiding Light) Blackie (General Hospital) Vallerie Bertinelli (One Day at a Time) Remington Steele Heather Locklear (Dynasty) Anthony Hamilton (Cover-Up) Jennifer (HKRP) T.C. (Magnum PI) Hhich 2 male characters do youthink most females would be attracted to? 57-60 Rujack (Guiding Light) Magnum Blake (Dynasty) Benson Alex Keaton (Family Ties) Blackie (General Hospital) Remington Steele Anthony Hamilton (Cover-Up) T.C. (Magnum PI) 5 61 76 COL which 2 female charaCters do you think most males would be attraCted to? 52-5 Diane Chambers (Cheers) Dominique (Dynasty) Chrissy (Three's Company) Morgan Fairchild (Paper Dolls) Heather Thomas (The Fall Guy) Beth Raines (Guiding Light) Vallerie Bertinelli (One Day at a Time) Heather Locklear (Dynasty) Jennifer (HKRP) Pick one character who would be an ideal wife and one who would be an ideal 66-6i husband. Diane Chambers (Cheers) RuJack (Guiding Light) Dominique (Dynasty) Magnum! Chrissy (Three‘s Company) Blake (Dynasty) Morgan Fairchild (Paper Dolls) Benson Heather Thomas (The Fall Guy) Alex Keaton (Family Ties) Beth Raines (Guiding Light) Blackie (General Hospital) Vallerie Bertinelli (One Day at a Time) Remington Steele Heather Locklear (Dynasty) Anthony Hamilton (Cover-Up) Jennifer (HKRP) T.C. (Magnum PI) 5 70-80 77 Final question. Here are the TV channels available in Grand Rapids. Some are available only on cable. Please tell us how many days in the last 7 days you watched something on each channel. If you don't have cable, answer only those channels you do get at home. Card 9(7) 10 fl 6 How many times - Cable # Station 2, City watched in last 7 days 2 Disney Channel 0 l 2 3 4 5 6 7 3 3-HKZO. Kalamazoo O l 2 3 4 5 6 7 4 41-NUHQ, Battle Creek 0 l 2 3 4 5 6 7 5 l7—HXMI, Grand Rapids 0 l 2 3 4 5 6 7 6 CNN Headline News 0 l 2 3 4 5 6 7 7 Showtime 0 l 2 3 4 5 6 7 8 B-HOTV, Grand Rapids 0 l 2 3 4 5 6 7 9 Government Access 0 l 2 3 4 5 6 7 10 SPN and Financial News Network 0 l 2 3 4 5 6 7 11 35-HGVC 0 l 2 3 4 5 6 7 12 Nickelodeon O l 2 3 4 5 6 7 13 HZZM, Grand Rapids 0 l 2 3 4 5 6 7 14 USA Network 0 l 2 3 4 5 6 7 15 SO-HKBD, Detroit 0 1 2 3 4 5 6 7 16 HBO (Home Box Office) 0 l 2 3 4 5 6 7 l7 HTBS, Atlanta 0 l 2 3 4 5 6 7 18 Educational Channel 0 l 2 3 4 5 6 7 19 Heather and Messages 0 l 2 3 4 5 6 7 20 Educational Channel (College) 0 l 2 3 4 5 6 7 21 Nashville Channel 0 l 2 3 4 S 6 7 22 Music TV (MTV) 0 l 2 3 4 5 6 7 23 Public Access 0 l 2 3 4 5 6 7 24 (CBN) Christian Broadcast Net. 0 l 2 3 4 5 6 7 25 9-HGM, Detroit 0 l 2 3 4 5 6 7 26 ESPN (Sports Network) 0 l 2 3 4 5 6 7 27 CNN (Cable News Network) 0 l 2 3 4 5 6 7 28 HBO (Home Box Office) 0 l 2 3 4 5 6 7 29 Arts and Entertainment Network 0 1 2 3 4 5 6 7 30 The Movie Channel 0 l 2 3 4 5 6 7 31 Lifetime O l 2 3 4 5 6 7 Thank ou ver much for our assistance with this survey. If you finish early, turn the questignnaireyover and lYSt your favorite music videos! Hhen you raise your hand, one of the researchers will come pick it up. Thanks!! COL 2-5 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 8 I81. IOGRAPHY BIBLIOGRAPHY Abel,J.D.,"The Family and Child Television Viewing."lee£eal 9: Marriage 299 the Eemilx 38(1976):331. Adler.A..§oeiel leteteet; A Qbelleege to Meekied. Faber and Faber: London, 1945. Avery,R.K.,”Adolescents Use of Mass Media,"Ag§§igag Bebezieeel Seieetiet 23(1979):53. Baskett,L.M.,"Ordinal Differences in Children’s Family Interactions.”Dezeleeeeetel Ezebelea! 20(1984)1028. Bower.R-.!be Eeeele Look A: Ielexieiee. John Wiley. New York: 1973. Buerkel-Rothfuss,N.L., Greenberg,B.S., Atkin,C.K. and Neundorf,K.,"Learning About the Family From Television.”£eueeel 9: Qemeeeieetiee (1982):191. Bumpass,L.L.,"Children and Marital Disruption: A Replication and Update,"2§mgg§§2hy 21(1984):71. 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