Pub Date : 2021-04-29DOI: 10.1080/17482798.2021.1922474
Leah Dajches
ABSTRACT The primary developmental task of adolescence (12–18 years old) is identity development. During this time, adolescents individuate from their parents and may instead use media models for social guidance. Previous research has analyzed the impact of media figures on adolescents’ socialization but few have explored the influence of non-fiction media figures on their self-concept. As such, the present study examined of the role of fanship and identification on adolescent self-concept clarity. From a survey of 251 adolescents (ages 13–18), results showed that adolescents’ fanship intensity was negatively associated with their self-concept clarity. Further, identification did not moderate this association, but identification demonstrated a negative association with self-concept clarity. IMPACT SUMMARY a. Prior State of Knowledge: Previous research shows that media fandom may impact peoples’ ideological beliefs and behaviors (e.g., gender roles, prosocial behavior, overcoming adversity). Moreover, research finds that fandom engagement may benefit marginalized communities. b. Novel Contributions: The current project contributes to the media entertainment and fan studies literatures with a novel exploration of fandom and fan identification in relation to adolescents’ self-concept clarity. Specifically, fanship intensity and identification were negatively associated with self-concept clarity. c. Practical Implications: Parents should be aware of their child’s fanship intensity surrounding their favorite non-fiction media figure because such engagement may negatively influence their self-concept, which might contribute to difficulties in establishing a cohesive identity.
{"title":"Finding the self through others: exploring fandom, identification, and self-concept clarity among U.S. adolescents","authors":"Leah Dajches","doi":"10.1080/17482798.2021.1922474","DOIUrl":"https://doi.org/10.1080/17482798.2021.1922474","url":null,"abstract":"ABSTRACT The primary developmental task of adolescence (12–18 years old) is identity development. During this time, adolescents individuate from their parents and may instead use media models for social guidance. Previous research has analyzed the impact of media figures on adolescents’ socialization but few have explored the influence of non-fiction media figures on their self-concept. As such, the present study examined of the role of fanship and identification on adolescent self-concept clarity. From a survey of 251 adolescents (ages 13–18), results showed that adolescents’ fanship intensity was negatively associated with their self-concept clarity. Further, identification did not moderate this association, but identification demonstrated a negative association with self-concept clarity. IMPACT SUMMARY a. Prior State of Knowledge: Previous research shows that media fandom may impact peoples’ ideological beliefs and behaviors (e.g., gender roles, prosocial behavior, overcoming adversity). Moreover, research finds that fandom engagement may benefit marginalized communities. b. Novel Contributions: The current project contributes to the media entertainment and fan studies literatures with a novel exploration of fandom and fan identification in relation to adolescents’ self-concept clarity. Specifically, fanship intensity and identification were negatively associated with self-concept clarity. c. Practical Implications: Parents should be aware of their child’s fanship intensity surrounding their favorite non-fiction media figure because such engagement may negatively influence their self-concept, which might contribute to difficulties in establishing a cohesive identity.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"107 - 116"},"PeriodicalIF":3.0,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1922474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43119404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-20DOI: 10.1080/17482798.2021.1915831
Hila Lowenstein-Barkai, A. Lev-on
ABSTRACT Contemporary audiences have abundant access to news anywhere, anytime and through a wide range of media. Due to the short length of news items, they do not require prolonged attentional focus. Consequently, the genre is consequential for performing simultaneous activities, which are related (i.e. second screening) or unrelated (i.e. media multitasking) to the content of the news items. Despite the potential of second screen activities to increase the political participation of young people, and the fact that adolescents are heavy users of digital media, there is almost no data on the extent to which they perform such activities. Also, there are almost no comparative data about the rates of news video consumption of adolescents vs. adults. This descriptive study analyzes how adolescents and adults consume news video content in an era of second screens. For four consecutive days, subjects reported their viewing behaviors using a dedicated mobile application. Results demonstrate that adolescents consume significantly less news video content compared to adults; smartphones occupy a more prominent role in their news consumption behavior compared to adults; and they are significantly more involved in Second Screening activities. Implications of the findings for understanding adolescents’ contemporary media ecology are examined. IMPACT SUMMARY a. Prior State of Knowledge: Young people are the primary age group that consumes news content mainly on digital platforms, and simultaneously performs multitasking and second screening activities. b. Novel Contributions: Adolescents’ consumption habits are significantly different from those of adults: they consume less news, the smartphone occupies a more prominent role in their news consumption behavior, and they are significantly more involved in second screening activities. c. Practical implications: The question of how adolescents consume news content has sparked significant interest of scholars and parents alike. As adolescents are in a developmental stage in which they socialize and acquire habits that will affect them later in life, an understanding of their media consumption habits can have significant consequences contemporarily, and possibly at later stages in their lives. The paper provides novel insights about adolescents’ news consumption patterns.
{"title":"News videos consumption in an age of new media: a comparison between adolescents and adults","authors":"Hila Lowenstein-Barkai, A. Lev-on","doi":"10.1080/17482798.2021.1915831","DOIUrl":"https://doi.org/10.1080/17482798.2021.1915831","url":null,"abstract":"ABSTRACT Contemporary audiences have abundant access to news anywhere, anytime and through a wide range of media. Due to the short length of news items, they do not require prolonged attentional focus. Consequently, the genre is consequential for performing simultaneous activities, which are related (i.e. second screening) or unrelated (i.e. media multitasking) to the content of the news items. Despite the potential of second screen activities to increase the political participation of young people, and the fact that adolescents are heavy users of digital media, there is almost no data on the extent to which they perform such activities. Also, there are almost no comparative data about the rates of news video consumption of adolescents vs. adults. This descriptive study analyzes how adolescents and adults consume news video content in an era of second screens. For four consecutive days, subjects reported their viewing behaviors using a dedicated mobile application. Results demonstrate that adolescents consume significantly less news video content compared to adults; smartphones occupy a more prominent role in their news consumption behavior compared to adults; and they are significantly more involved in Second Screening activities. Implications of the findings for understanding adolescents’ contemporary media ecology are examined. IMPACT SUMMARY a. Prior State of Knowledge: Young people are the primary age group that consumes news content mainly on digital platforms, and simultaneously performs multitasking and second screening activities. b. Novel Contributions: Adolescents’ consumption habits are significantly different from those of adults: they consume less news, the smartphone occupies a more prominent role in their news consumption behavior, and they are significantly more involved in second screening activities. c. Practical implications: The question of how adolescents consume news content has sparked significant interest of scholars and parents alike. As adolescents are in a developmental stage in which they socialize and acquire habits that will affect them later in life, an understanding of their media consumption habits can have significant consequences contemporarily, and possibly at later stages in their lives. The paper provides novel insights about adolescents’ news consumption patterns.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"78 - 94"},"PeriodicalIF":3.0,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1915831","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41753696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-06DOI: 10.1080/17482798.2021.1905675
E. Goh, L. Kuczynski
ABSTRACT Children’s influence on the purchase of mobile phones, particularly among poor children, received little research attention. To study the dilemma children from poor home face between strong desire to be part of the media peer culture within the context of family’s financial distress, and hence, limited access to mobile phones, this paper utilized vignette as a tool to elicit children’s thoughts and considerations in whether to purchase mobile phones. Sixty children from families receiving government financial assistance were interviewed. Relational influence lens stemmed from social relations theory were sensitizing lens used to analyse children’s decision processes. Data analysis revealed three levels of themes in the way children interpreted and strategized their decision, namely: individualistic, dyadic relational and communal relational themes. The findings challenge the notion that immediate gratification dominates the decision-making frame of low-income people. Instead, poor children demonstrate sophisticated abilities to consider the needs at multiple levels of their ecological contexts. Evidence from this study supports the need for conceptual extension of theorizing children beyond individualistic agents but as relational agents in the relational and structural contexts in which they are embedded. IMPACT SUMMARY a. Prior State of Knowledge: Summarize what is known about the topic. Early media research was guided by unidirectional models where mainly parental influence on children was considered. Such research treated parents as agents in media decisions in the family but considered children largely as recipients and outcomes of parental choices. b. Novel Contributions: Summarize the primary contributions the findings make to the field. This paper illustrates the novel lens of utilizing a relational perspective of the children’s agency which adds a nuanced understanding of the ways in which children in low-income contexts, navigate personal desires for mobile device and family needs. c. Practical Implications: The expression of the agency of children from low-income homes warrants researchers and practitioners’ attention because children actively contribute to family resilience and the well-being of family members.
{"title":"Relational dimensions in poor children’s decisions to obtain a mobile phone – the case of Singapore","authors":"E. Goh, L. Kuczynski","doi":"10.1080/17482798.2021.1905675","DOIUrl":"https://doi.org/10.1080/17482798.2021.1905675","url":null,"abstract":"ABSTRACT Children’s influence on the purchase of mobile phones, particularly among poor children, received little research attention. To study the dilemma children from poor home face between strong desire to be part of the media peer culture within the context of family’s financial distress, and hence, limited access to mobile phones, this paper utilized vignette as a tool to elicit children’s thoughts and considerations in whether to purchase mobile phones. Sixty children from families receiving government financial assistance were interviewed. Relational influence lens stemmed from social relations theory were sensitizing lens used to analyse children’s decision processes. Data analysis revealed three levels of themes in the way children interpreted and strategized their decision, namely: individualistic, dyadic relational and communal relational themes. The findings challenge the notion that immediate gratification dominates the decision-making frame of low-income people. Instead, poor children demonstrate sophisticated abilities to consider the needs at multiple levels of their ecological contexts. Evidence from this study supports the need for conceptual extension of theorizing children beyond individualistic agents but as relational agents in the relational and structural contexts in which they are embedded. IMPACT SUMMARY a. Prior State of Knowledge: Summarize what is known about the topic. Early media research was guided by unidirectional models where mainly parental influence on children was considered. Such research treated parents as agents in media decisions in the family but considered children largely as recipients and outcomes of parental choices. b. Novel Contributions: Summarize the primary contributions the findings make to the field. This paper illustrates the novel lens of utilizing a relational perspective of the children’s agency which adds a nuanced understanding of the ways in which children in low-income contexts, navigate personal desires for mobile device and family needs. c. Practical Implications: The expression of the agency of children from low-income homes warrants researchers and practitioners’ attention because children actively contribute to family resilience and the well-being of family members.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"41 - 57"},"PeriodicalIF":3.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1905675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45807246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-06DOI: 10.1080/17482798.2021.1902358
Nico Trajtenberg, Matías Dodel, Olga Sánchez de Ribera, P. Cabello, Magdalena Claro
ABSTRACT Bullying and cyberbullying victimisation are serious problems worldwide, especially among children and adolescents. However, there is much research on risk factors, the evidence about victim typologies that combine online and offline bullying with the specific nature of the victimisation episodes and other sociodemographic and individual features is still scarce. This study contributes by combining the poly-victim framework with the cyberbullying and online risk approaches. We used data from the Kids Online survey conducted in 2016 and analysed a national sample of 1,000 Internet users in Chile between 9 and 17 years old. The aim was to classify youth based on their cyber and traditional bullying experiences and examine the clusters’ features based on age, sex, socioeconomic status, technology use and skills, risky offline behaviours and well-being. A two-step cluster analysis identified three groups: poly-victims (23%), occasional digital victims (30%), and frequent offline victims (41%). These groups significantly differed by age, sex, Internet use, digital skills, risky offline behaviours and psychological characteristics. These results highlight the heterogeneity and complexity of both traditional and cyberbullying and the need to tailor interventions for diverse types of victims. IMPACT SUMMARY a. Prior State of Knowledge: Bullying is a serious problem both in its traditional and cyber-forms. Both share commonalities and present divergences regarding risk factors and psychological consequences associated. Whereas they can be distinct types of victimisation, a significant percentage of victims suffer both. b. Novel Contributions: Frequent offline bullying, occasional digital victimisation, and poly-victimisation should be considered three victimisation forms. These three experiences differ significantly in their age and sex composition, Internet use, digital skills, risky offline behaviours and psychological characteristics. c. Practical Implications: Identification of victim groups is critical to developing a more tailored approach to support different victims and reduce various forms of harassment. Moreso, because the current impacts of bullying-prevention programs are relatively small.
{"title":"Online and offline victimisation: a cluster analysis of adolescent victims of bullying and cyber-bullying in Chile","authors":"Nico Trajtenberg, Matías Dodel, Olga Sánchez de Ribera, P. Cabello, Magdalena Claro","doi":"10.1080/17482798.2021.1902358","DOIUrl":"https://doi.org/10.1080/17482798.2021.1902358","url":null,"abstract":"ABSTRACT Bullying and cyberbullying victimisation are serious problems worldwide, especially among children and adolescents. However, there is much research on risk factors, the evidence about victim typologies that combine online and offline bullying with the specific nature of the victimisation episodes and other sociodemographic and individual features is still scarce. This study contributes by combining the poly-victim framework with the cyberbullying and online risk approaches. We used data from the Kids Online survey conducted in 2016 and analysed a national sample of 1,000 Internet users in Chile between 9 and 17 years old. The aim was to classify youth based on their cyber and traditional bullying experiences and examine the clusters’ features based on age, sex, socioeconomic status, technology use and skills, risky offline behaviours and well-being. A two-step cluster analysis identified three groups: poly-victims (23%), occasional digital victims (30%), and frequent offline victims (41%). These groups significantly differed by age, sex, Internet use, digital skills, risky offline behaviours and psychological characteristics. These results highlight the heterogeneity and complexity of both traditional and cyberbullying and the need to tailor interventions for diverse types of victims. IMPACT SUMMARY a. Prior State of Knowledge: Bullying is a serious problem both in its traditional and cyber-forms. Both share commonalities and present divergences regarding risk factors and psychological consequences associated. Whereas they can be distinct types of victimisation, a significant percentage of victims suffer both. b. Novel Contributions: Frequent offline bullying, occasional digital victimisation, and poly-victimisation should be considered three victimisation forms. These three experiences differ significantly in their age and sex composition, Internet use, digital skills, risky offline behaviours and psychological characteristics. c. Practical Implications: Identification of victim groups is critical to developing a more tailored approach to support different victims and reduce various forms of harassment. Moreso, because the current impacts of bullying-prevention programs are relatively small.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"568 - 587"},"PeriodicalIF":3.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1902358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42820761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-05DOI: 10.1080/17482798.2021.1904428
M. Leon, L. Rehbein, C. Labbé, A. V. van Deursen, Cristian Cerda
ABSTRACT Nowadays, adolescents grow up in environments where many aspects of their lives are mediated by digital technologies. The aim of this study was to examine the influence of psychological, cultural and socio-structural factors in the level of digital immersion in adolescents from southern Chile. A non-probabilistic sample of 469 adolescents was collected from schools with different socioeconomic backgrounds. A multigroup analysis was performed using structural equations modelling. The results indicate that family income moderate digital immersion model. Furthermore, for low-income and middle-to-high-income students, the attitude towards the use of digital technologies was the most important factor to predict digital immersion, followed by motivation. However, the results indicate differences between groups by family income in the following model’s path: from navigation skills to social skills; motivation to satisfaction; self-transcendence value to social skills; and attitude towards the use of technology to motivation. This study provided an opportunity to move forward in the understanding of the relationship between Chilean adolescents and their technology use. These results indicate the existence of deep cultural changes in Chilean adolescents’ life, which are strongly marked by the profuse use of digital technologies. IMPACT SUMMARY a. Prior State of Knowledge: The use of digital technologies has been studied in different contexts, considering diverse population, but adolescents’ immersion in digital technologies has not been addressed in the Chilean context. This lack of knowledge might affect a deeper understanding of technology use. b. Novel Contributions: The current study addresses and proposes a new definition of adolescents’ digital immersion taking into consideration psychological, cultural and socio-structural factors, allowing a more integrated, and empirically based, approach to the phenomenon. c. Practical Implications: As the use of digital technologies occurs in a complex ecosystem, the findings reached in this study represent relevant data for policy makers, in order to define and promote digital immersion in Chilean adolescents, and other similar contexts.
{"title":"Psychological, cultural and socio-structural factors associated with digital immersion in Chilean adolescents","authors":"M. Leon, L. Rehbein, C. Labbé, A. V. van Deursen, Cristian Cerda","doi":"10.1080/17482798.2021.1904428","DOIUrl":"https://doi.org/10.1080/17482798.2021.1904428","url":null,"abstract":"ABSTRACT Nowadays, adolescents grow up in environments where many aspects of their lives are mediated by digital technologies. The aim of this study was to examine the influence of psychological, cultural and socio-structural factors in the level of digital immersion in adolescents from southern Chile. A non-probabilistic sample of 469 adolescents was collected from schools with different socioeconomic backgrounds. A multigroup analysis was performed using structural equations modelling. The results indicate that family income moderate digital immersion model. Furthermore, for low-income and middle-to-high-income students, the attitude towards the use of digital technologies was the most important factor to predict digital immersion, followed by motivation. However, the results indicate differences between groups by family income in the following model’s path: from navigation skills to social skills; motivation to satisfaction; self-transcendence value to social skills; and attitude towards the use of technology to motivation. This study provided an opportunity to move forward in the understanding of the relationship between Chilean adolescents and their technology use. These results indicate the existence of deep cultural changes in Chilean adolescents’ life, which are strongly marked by the profuse use of digital technologies. IMPACT SUMMARY a. Prior State of Knowledge: The use of digital technologies has been studied in different contexts, considering diverse population, but adolescents’ immersion in digital technologies has not been addressed in the Chilean context. This lack of knowledge might affect a deeper understanding of technology use. b. Novel Contributions: The current study addresses and proposes a new definition of adolescents’ digital immersion taking into consideration psychological, cultural and socio-structural factors, allowing a more integrated, and empirically based, approach to the phenomenon. c. Practical Implications: As the use of digital technologies occurs in a complex ecosystem, the findings reached in this study represent relevant data for policy makers, in order to define and promote digital immersion in Chilean adolescents, and other similar contexts.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"21 - 40"},"PeriodicalIF":3.0,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1904428","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45857317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-05DOI: 10.1080/17482798.2021.1910053
E. Rasmussen, Rachel E. Riggs, Willow S. Sauermilch
ABSTRACT Kidfluencers comprise a relatively new form of advertising to which young adolescents are exposed. Therefore, this study explored the relation between exposure to kidfluencers and the purchase of products found in kidfluencer content among a sample of 300 U.S. young adolescents. Results of a survey revealed that tweens’ exposure to kidfluencers is associated with their purchase of kidfluencer-related products through a desire to emulate kidfluencers, and that materialism moderates this relationship. Findings suggest that kidfluencers may propagate a lifestyle to which tweens aspire that may manifest itself in changes to consumer behavior. IMPACT SUMMARY a. Prior State of Knowledge: Exposure to advertising, including sponsored content promoted by social media influencers on social networking sites, has the potential to alter youths‘ consumer behaviors and aspirations of fame, especially for youth high in materialism. b. Novel Contributions: Tweenagers‘ exposure to social media influencers who are themselves kids (kidfluencers) is related to their desire to emulate kidfluencers, which is ultimately related to tweenagers‘ purchase of kidfluencer-sponsored products, but only for those at relatively higher levels of materialism. c. Practical Implications: Parents should be aware of and monitor children‘s kidfluencer exposure. Educators should provide media literacy training that incorporates content related to social media influencers. As new media platforms are created/monetized, policymakers should adapt policies related to marketing to children.
{"title":"Kidfluencer exposure, materialism, and U.S. tweens’ purchase of sponsored products","authors":"E. Rasmussen, Rachel E. Riggs, Willow S. Sauermilch","doi":"10.1080/17482798.2021.1910053","DOIUrl":"https://doi.org/10.1080/17482798.2021.1910053","url":null,"abstract":"ABSTRACT Kidfluencers comprise a relatively new form of advertising to which young adolescents are exposed. Therefore, this study explored the relation between exposure to kidfluencers and the purchase of products found in kidfluencer content among a sample of 300 U.S. young adolescents. Results of a survey revealed that tweens’ exposure to kidfluencers is associated with their purchase of kidfluencer-related products through a desire to emulate kidfluencers, and that materialism moderates this relationship. Findings suggest that kidfluencers may propagate a lifestyle to which tweens aspire that may manifest itself in changes to consumer behavior. IMPACT SUMMARY a. Prior State of Knowledge: Exposure to advertising, including sponsored content promoted by social media influencers on social networking sites, has the potential to alter youths‘ consumer behaviors and aspirations of fame, especially for youth high in materialism. b. Novel Contributions: Tweenagers‘ exposure to social media influencers who are themselves kids (kidfluencers) is related to their desire to emulate kidfluencers, which is ultimately related to tweenagers‘ purchase of kidfluencer-sponsored products, but only for those at relatively higher levels of materialism. c. Practical Implications: Parents should be aware of and monitor children‘s kidfluencer exposure. Educators should provide media literacy training that incorporates content related to social media influencers. As new media platforms are created/monetized, policymakers should adapt policies related to marketing to children.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"68 - 77"},"PeriodicalIF":3.0,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1910053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46232532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-04DOI: 10.1080/17482798.2021.1902359
Birgit Becker
ABSTRACT This paper analyzes inequalities in using information and communication technologies (ICTs) for educational activities outside school by social origin, immigrant background, and gender. It examines whether these inequalities just work additively or whether certain combinations of these groups are associated with specific advantages or disadvantages and which factors drive these differences. Data from the EU sample of the Programme for International Student Assessment (PISA) 2018 are used for the empirical analyses. The results show that male students with immigrant background and highly educated parents have the highest frequency of educational ICT use, while native female students with less educated parents show the lowest frequency. However, the group categories also interact: An academic family background is more advantageous for students with immigrant background and for boys than for native students and girls. The male advantage can be attributed to a general higher frequency of boys using ICTs in their free time, while the advantage of an academic family background is mainly due to a better endowment with educational resources at home. Implications for research and practice are discussed. IMPACT SUMMARY a. Prior State of Knowledge: Inequalities in students’ (offline) educational activities according to their social origin, immigrant background, and gender are well known. Differences in students’ ICT usage have been documented as well. However, the two literatures have hardly been combined so far. b. Novel Contributions: The paper examines whether inequalities in adolescents’ ICT use for educational purposes outside school exist according to social origin, immigrant background, and gender. It also analyzes how far these inequalities interact and which factors drive these inequalities. c. Practical Implications: As some social groups were shown to be less familiar with educational ICT use at home, all students should be supported in acquiring familiarity in using ICTs for educational purposes, e.g., by strengthening the inclusion of ICTs at school.
{"title":"Educational ICT use outside school in the European Union: disparities by social origin, immigrant background, and gender","authors":"Birgit Becker","doi":"10.1080/17482798.2021.1902359","DOIUrl":"https://doi.org/10.1080/17482798.2021.1902359","url":null,"abstract":"ABSTRACT This paper analyzes inequalities in using information and communication technologies (ICTs) for educational activities outside school by social origin, immigrant background, and gender. It examines whether these inequalities just work additively or whether certain combinations of these groups are associated with specific advantages or disadvantages and which factors drive these differences. Data from the EU sample of the Programme for International Student Assessment (PISA) 2018 are used for the empirical analyses. The results show that male students with immigrant background and highly educated parents have the highest frequency of educational ICT use, while native female students with less educated parents show the lowest frequency. However, the group categories also interact: An academic family background is more advantageous for students with immigrant background and for boys than for native students and girls. The male advantage can be attributed to a general higher frequency of boys using ICTs in their free time, while the advantage of an academic family background is mainly due to a better endowment with educational resources at home. Implications for research and practice are discussed. IMPACT SUMMARY a. Prior State of Knowledge: Inequalities in students’ (offline) educational activities according to their social origin, immigrant background, and gender are well known. Differences in students’ ICT usage have been documented as well. However, the two literatures have hardly been combined so far. b. Novel Contributions: The paper examines whether inequalities in adolescents’ ICT use for educational purposes outside school exist according to social origin, immigrant background, and gender. It also analyzes how far these inequalities interact and which factors drive these inequalities. c. Practical Implications: As some social groups were shown to be less familiar with educational ICT use at home, all students should be supported in acquiring familiarity in using ICTs for educational purposes, e.g., by strengthening the inclusion of ICTs at school.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"1 - 20"},"PeriodicalIF":3.0,"publicationDate":"2021-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1902359","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42025953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/17482798.2021.1896200
Sandra L. Calvert
Being human brings a gift for imaginative thought, an ability that can be used to transform the very world in which we live. That gift has now brought us to a new reality in which we are rapidly changing life as we have known it. What is alive? What is not? Artificial intelligence makes answers to those questions increasingly unclear, especially for young children. A key facet of being a person involves forming close emotional ties to others, known as attachments (Bowlby, 1969). Through early interactions with emotionally close others, children come to know themselves and the world in which they live, ideally as a safe place with trusted adults who will care for them and offer a safe haven in times of need (Bowlby, 1969). Do children also care about non-human agents? If so, how does that mirror the ways children feel about the people in their lives? Do they trust intelligent digital beings more when they feel emotionally close to them, when they attribute life to them? Parasocial relationships, the emotionally tinged feelings that viewers have for favorite media personae (Bond & Calvert, 2014), have been conceptualized as close relationships, as a kind of imaginary friend for young children that can be used to explain the similarities between face-to-face and mediated relationships (Calvert, 2017). Being a person also involves verbal and nonverbal communication with others. Conversation is an important cultural tool that enables social interactions. Social contingency is a linchpin of those interactions (Rosenberry, Hirsh-Pasek, & Golinkoff, 2014). We take turns in our conversations: I talk, then you talk, and so on. We make comments and ask questions, and someone (ideally) replies. Through these verbal exchanges, we come to know ourselves and others, to learn about our worlds. In media experiences, verbal exchanges between children and characters are known as parasocial interactions (Lauricella, Gola, & Calvert, 2011). That children talk to characters as if they can hear them reflects the role that imagination plays in mediated experiences: characters don’t really know what children are saying even though children and characters act as if they are in a two-way conversation (Calvert, 2017). Artificial intelligence, such as conversational agents like Google home, Alexa, and Siri, can now simulate social contingency much more realistically than television experiences can, serving children as social partners that can answer their questions through parasocial interactions. Do children believe what intelligent agents say? Do they trust them?
{"title":"Intelligent digital beings as children’s imaginary social companions","authors":"Sandra L. Calvert","doi":"10.1080/17482798.2021.1896200","DOIUrl":"https://doi.org/10.1080/17482798.2021.1896200","url":null,"abstract":"Being human brings a gift for imaginative thought, an ability that can be used to transform the very world in which we live. That gift has now brought us to a new reality in which we are rapidly changing life as we have known it. What is alive? What is not? Artificial intelligence makes answers to those questions increasingly unclear, especially for young children. A key facet of being a person involves forming close emotional ties to others, known as attachments (Bowlby, 1969). Through early interactions with emotionally close others, children come to know themselves and the world in which they live, ideally as a safe place with trusted adults who will care for them and offer a safe haven in times of need (Bowlby, 1969). Do children also care about non-human agents? If so, how does that mirror the ways children feel about the people in their lives? Do they trust intelligent digital beings more when they feel emotionally close to them, when they attribute life to them? Parasocial relationships, the emotionally tinged feelings that viewers have for favorite media personae (Bond & Calvert, 2014), have been conceptualized as close relationships, as a kind of imaginary friend for young children that can be used to explain the similarities between face-to-face and mediated relationships (Calvert, 2017). Being a person also involves verbal and nonverbal communication with others. Conversation is an important cultural tool that enables social interactions. Social contingency is a linchpin of those interactions (Rosenberry, Hirsh-Pasek, & Golinkoff, 2014). We take turns in our conversations: I talk, then you talk, and so on. We make comments and ask questions, and someone (ideally) replies. Through these verbal exchanges, we come to know ourselves and others, to learn about our worlds. In media experiences, verbal exchanges between children and characters are known as parasocial interactions (Lauricella, Gola, & Calvert, 2011). That children talk to characters as if they can hear them reflects the role that imagination plays in mediated experiences: characters don’t really know what children are saying even though children and characters act as if they are in a two-way conversation (Calvert, 2017). Artificial intelligence, such as conversational agents like Google home, Alexa, and Siri, can now simulate social contingency much more realistically than television experiences can, serving children as social partners that can answer their questions through parasocial interactions. Do children believe what intelligent agents say? Do they trust them?","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"291 - 296"},"PeriodicalIF":3.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1896200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41538714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/17482798.2021.1896201
Drew P. Cingel
{"title":"Exploring Key Issues in Early Childhood and Technology","authors":"Drew P. Cingel","doi":"10.1080/17482798.2021.1896201","DOIUrl":"https://doi.org/10.1080/17482798.2021.1896201","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"297 - 299"},"PeriodicalIF":3.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2021.1896201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47774734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/17482798.2020.1736111
M. Alper
ABSTRACT Screen media guidelines for children set by medical organizations (e.g., the American Academy of Pediatrics) play a significant role in public discourse regarding media and parenting. Physician mediation theory, an adaptation of parental mediation theory, suggests that physician-patient discussion about media content (e.g., online searches) directly shapes patient engagement with said content. Little attention has been paid though as to how guidance about children’s media use is delivered to parents by pediatric clinical professionals and its utility from the perspective of diverse families. Interviews and home observations were conducted with families of 26 children ages 3–13 on the autism spectrum. Two main social contexts for media guidance were identified: advising on children’s media use 1) as part of therapy and 2) as recreation. Prior research indicates that physician mediation takes three forms: positive (encouraging media use), negative (discouraging), and redirective (suggesting alternatives). Within the two contexts, positive physician mediation was more prominent in therapeutic than recreational contexts. Poor and working-class families also tended to report media guidance less than upper- and middle-class families, partly due to barriers in accessing clinical care. Implications are discussed for improving physician mediation theory as well as enhancing caregiver-clinician communication about children’s media use.
{"title":"U.S. parent perspectives on media guidance from pediatric autism professionals","authors":"M. Alper","doi":"10.1080/17482798.2020.1736111","DOIUrl":"https://doi.org/10.1080/17482798.2020.1736111","url":null,"abstract":"ABSTRACT Screen media guidelines for children set by medical organizations (e.g., the American Academy of Pediatrics) play a significant role in public discourse regarding media and parenting. Physician mediation theory, an adaptation of parental mediation theory, suggests that physician-patient discussion about media content (e.g., online searches) directly shapes patient engagement with said content. Little attention has been paid though as to how guidance about children’s media use is delivered to parents by pediatric clinical professionals and its utility from the perspective of diverse families. Interviews and home observations were conducted with families of 26 children ages 3–13 on the autism spectrum. Two main social contexts for media guidance were identified: advising on children’s media use 1) as part of therapy and 2) as recreation. Prior research indicates that physician mediation takes three forms: positive (encouraging media use), negative (discouraging), and redirective (suggesting alternatives). Within the two contexts, positive physician mediation was more prominent in therapeutic than recreational contexts. Poor and working-class families also tended to report media guidance less than upper- and middle-class families, partly due to barriers in accessing clinical care. Implications are discussed for improving physician mediation theory as well as enhancing caregiver-clinician communication about children’s media use.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"15 1","pages":"165 - 182"},"PeriodicalIF":3.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17482798.2020.1736111","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45113370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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