Examines the relationship in adolescents between exposure to various types of television programs and measures of achievement. Supports a differential viewing hypothesis and a displacement of time hypothesis as explanations for the relationship. Indicates no adverse academic achievement affect from television viewing until viewing exceeds 10 hours…

Finds that middle and high school students change their views of television watching along three ways of evaluating television: as a "magic window" to reality; as a utility route to information; and as an identity source of almost real people. Concludes that views of television reality are complex and dynamic. (SR)