Identifying media use profiles in late childhood: a latent profile analysis of Korean sixth graders’ executive function and school adjustment

This study examined heterogeneous patterns of media use among upper elementary school students and their associations with executive function difficulties and school adjustment. Using data from the Panel Study on Korean Children (PSKC, Wave 13), latent profile analysis was conducted with 1,311 sixth-grade students to identify distinct media use profiles based on media literacy and purpose-specific media use. Four profiles were identified: Low Engagement/Low Literacy, Learning-Oriented Media Use, High Engagement/High Literacy, and Game and Entertainment–Oriented Media Use. Multinomial logistic regression analyses revealed that profile membership was significantly associated with demographic characteristics (gender, parental education), individual traits (grit, learning attitudes), parenting practices (parental involvement in learning, time spent without adult supervision), and community educational resources. Students in the Learning-Oriented Media Use profile demonstrated lower levels of executive function difficulties and higher levels of school adjustment, particularly in learning activities and adherence to school rules. In contrast, students in the Game and Entertainment–Oriented Media Use and High Engagement/High Literacy profiles exhibited greater difficulties in behavioral regulation, attention, and planning/organization. These findings highlight the importance of considering qualitative differences in media use rather than focusing solely on usage time. The study underscores the need for differentiated educational and parental interventions that promote purposeful, self-regulated media use to support children’s cognitive functioning and successful school adjustment.