Pub Date : 2023-10-02DOI: 10.1080/17482798.2023.2269337
Rumeysa Ozturk
ABSTRACT This commentary article focuses on the representation of refugee characters and experiences in children’s media in the US context. While increased attention is being paid to improving diversity and representation across various social groups, refugee voices remain invisible in the children’s media industry and academia. The article discusses the importance of improved refugee representation and how it can benefit refugee and local children. It highlights the considerations for creating children’s media content, such as intersectionality, developmental sensitivity, and stereotypes. It brings media examples and shares good practices for content creators who want to work towards improving refugee representation. Finally, the article emphasizes the importance of bringing children’s voices into content creation for changing and improving existing media narratives.
{"title":"Representation of refugee characters and experiences in children’s animated television: Missed opportunities and hopes","authors":"Rumeysa Ozturk","doi":"10.1080/17482798.2023.2269337","DOIUrl":"https://doi.org/10.1080/17482798.2023.2269337","url":null,"abstract":"ABSTRACT This commentary article focuses on the representation of refugee characters and experiences in children’s media in the US context. While increased attention is being paid to improving diversity and representation across various social groups, refugee voices remain invisible in the children’s media industry and academia. The article discusses the importance of improved refugee representation and how it can benefit refugee and local children. It highlights the considerations for creating children’s media content, such as intersectionality, developmental sensitivity, and stereotypes. It brings media examples and shares good practices for content creators who want to work towards improving refugee representation. Finally, the article emphasizes the importance of bringing children’s voices into content creation for changing and improving existing media narratives.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902189","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 : 2023-10-02DOI: 10.1080/17482798.2023.2269338
Danielle Ball
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDanielle BallDanielle Ball Danielle holds an Honour’s Bachelor of Commerce degree in Business Management as well as a Master’s degree in Disaster and Emergency Management. Danielle is currently a Ph.D. student at the Joint Toronto Metropolitan University/York University Communication and Culture program. Her research focuses on narrative frames, how they are deployed in times of crisis, and how these frames influence perception of disaster events and future behavior.
{"title":"Child data citizens: How tech companies are profiling us from before birth <b>Child data citizens: How tech companies are profiling us from before birth</b> , by Veronica Barassi, Cambridge, MIT Press, 2020, 232 pp., $35.00 (paperback), ISBN: 978-0-2620-4461-4","authors":"Danielle Ball","doi":"10.1080/17482798.2023.2269338","DOIUrl":"https://doi.org/10.1080/17482798.2023.2269338","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDanielle BallDanielle Ball Danielle holds an Honour’s Bachelor of Commerce degree in Business Management as well as a Master’s degree in Disaster and Emergency Management. Danielle is currently a Ph.D. student at the Joint Toronto Metropolitan University/York University Communication and Culture program. Her research focuses on narrative frames, how they are deployed in times of crisis, and how these frames influence perception of disaster events and future behavior.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902574","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 : 2023-09-27DOI: 10.1080/17482798.2023.2260015
Xiaomei Cai
ABSTRACTSharenting refers to parents sharing private information about their children online. While satisfying important needs among parents, sharenting poses privacy risks to children and may interfere with children’s autonomy in constructing their own online identity. Drawing on the concept of psychological ownership in organizational psychology and applying it to the Communication Privacy Management (CPM) framework, this study examines the interrelationships among parents’ psychological ownership of their children’s private information, their motivations for sharenting, and the frequency and types of sharenting behaviors they engage in. An online survey was administered to 429 parents who reported having ever shared private information about their underage children on social media. Based on previous research, two potential dimensions of psychological ownership (possession and responsibility) were proposed and their relationships with each other and with sharenting behavior and motivations were examined. The findings showed a modest correlation between possession and responsibility. Both demonstrated significant relationships with sharenting behavior and motivations, but not always in the same direction. The findings suggest value of adding psychological ownership to the CPM framework. Practical implications for parents, educators, and advocates are discussed.Impact SummaryPrior state of knowledge: Parents are actively sharing private information about their children on social media (sharenting). It poses risks to children’s privacy and interferes with children’s construction of their own identity.Novel contributions: This is the first study to apply the concept of psychological ownership in organizational psychology to the communication privacy management theory (CPM). This advances both the CPM theory and understanding of the sharenting behavior.Practical implications: The findings have practical implications for parents, educators, and advocates who are concerned about children’s identity and privacy online. Greater efforts should be dedicated to educating parents about being good stewards of their children’s private information online.KEYWORDS: Sharentingcommunication privacy management theorypsychological ownershipchildrenprivacy Disclosure statementNo potential conflict of interest was reported by the author.Additional informationNotes on contributorsXiaomei CaiXiaomei Cai, (Ph.D., Indiana University) is an Associate Professor in the Department of Communication at George Mason University in the United States. Her research focuses on sharenting, children’s online privacy, and health message designs for youth and families.
{"title":"Do I have the right to share? Sharenting and psychological ownership of children’s information in the U.S.","authors":"Xiaomei Cai","doi":"10.1080/17482798.2023.2260015","DOIUrl":"https://doi.org/10.1080/17482798.2023.2260015","url":null,"abstract":"ABSTRACTSharenting refers to parents sharing private information about their children online. While satisfying important needs among parents, sharenting poses privacy risks to children and may interfere with children’s autonomy in constructing their own online identity. Drawing on the concept of psychological ownership in organizational psychology and applying it to the Communication Privacy Management (CPM) framework, this study examines the interrelationships among parents’ psychological ownership of their children’s private information, their motivations for sharenting, and the frequency and types of sharenting behaviors they engage in. An online survey was administered to 429 parents who reported having ever shared private information about their underage children on social media. Based on previous research, two potential dimensions of psychological ownership (possession and responsibility) were proposed and their relationships with each other and with sharenting behavior and motivations were examined. The findings showed a modest correlation between possession and responsibility. Both demonstrated significant relationships with sharenting behavior and motivations, but not always in the same direction. The findings suggest value of adding psychological ownership to the CPM framework. Practical implications for parents, educators, and advocates are discussed.Impact SummaryPrior state of knowledge: Parents are actively sharing private information about their children on social media (sharenting). It poses risks to children’s privacy and interferes with children’s construction of their own identity.Novel contributions: This is the first study to apply the concept of psychological ownership in organizational psychology to the communication privacy management theory (CPM). This advances both the CPM theory and understanding of the sharenting behavior.Practical implications: The findings have practical implications for parents, educators, and advocates who are concerned about children’s identity and privacy online. Greater efforts should be dedicated to educating parents about being good stewards of their children’s private information online.KEYWORDS: Sharentingcommunication privacy management theorypsychological ownershipchildrenprivacy Disclosure statementNo potential conflict of interest was reported by the author.Additional informationNotes on contributorsXiaomei CaiXiaomei Cai, (Ph.D., Indiana University) is an Associate Professor in the Department of Communication at George Mason University in the United States. Her research focuses on sharenting, children’s online privacy, and health message designs for youth and families.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536806","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 : 2023-09-14DOI: 10.1080/17482798.2023.2255304
Alexandra Maftei, Loredana R. Diaconu-Gherasim
ABSTRACTRelying on an extended functionalist perspective, in the present study we investigated how motives underlying social media use (i.e., conformity, social/the need for social relationships), coping (the need for mood regulation), and defensive motives (anti-mattering, i.e., the feeling of not mattering to others) are linked to early adolescents’ psychological distress. We also evaluated the potential mediating role of social media addiction in the relationship between social media use motives and psychological distress in vulnerable social media users, i.e., early adolescents. Our sample consisted of 480 middle-school Romanian students (M = 12.03, SD = .78, 52.3% females). The results suggested that social relationships, mood regulation, and anti-mattering motives were positively associated with social media addiction, and that social media addiction was positively related to psychological distress. Anti-mattering and mood regulation were positively associated with psychological distress. Furthermore, social media addiction mediated the relations between the motives for social media use and psychological distress. Finally, we discuss the theoretical and practical implications of the findings for knowledge, prevention, and interventions regarding social media addiction among early adolescents.IMPACT SUMMARYPrior State of Knowledge The functionalist theoretical perspective states that social media addiction might be explained by underlying motives. Previous studies also highlight the necessity to explore the relation between these motives, social media addiction, and psychological distress among youth.Novel Contributions We tested an extended functionalist perspective of social media addiction and explored the potential mediating role of social media addiction on the relationship between social media use motives (conformity, social relationships, mood regulation, anti-mattering) and adolescents’ psychological distress.Practical Implications Our results are helpful for interventions concerning social media addiction among adolescents. Knowing the motives that are related to social media addiction might help in the design of effective, targeted, parental and educational interventions to prevent adolescents’ social media addiction and psychological distress.KEYWORDS: Social mediamotives for social media useaddictionadolescentsdistress AcknowledgmentsThis work was supported by a grant of the Romanian Ministry of Education and Research, CNCS - UEFISCDI, project number PN-III-P4-ID-PCE-2020-2963, within PNCDI III.Disclosure statementThe authors declare no financial interests/personal relationships which may be considered potential competing interests.Authors’ contributionBoth authors equally contributed to the present paper.Ethics statementThis study’s protocol was designed in concordance with ethical requirements specific to the Faculty of Psychology and Educational Sciences, `Alexandru Ioan Cuza` University (Iasi, Romania), before beginning the s
摘要基于扩展功能主义的视角，本研究探讨了社交媒体使用的动机(即从众、社会/社会关系需求)、应对(情绪调节需求)和防御动机(不重要，即对他人不重要的感觉)与早期青少年心理困扰的关系。我们还评估了社交媒体成瘾在弱势社交媒体用户(即早期青少年)的社交媒体使用动机和心理困扰之间的关系中的潜在中介作用。我们的样本包括480名罗马尼亚中学生(M = 12.03, SD = 0.78, 52.3%为女性)。结果表明，社交关系、情绪调节和反物质动机与社交媒体成瘾呈正相关，社交媒体成瘾与心理困扰呈正相关。反物质和情绪调节与心理困扰呈正相关。此外，社交媒体成瘾在社交媒体使用动机与心理困扰之间起中介作用。最后，我们讨论了这些发现对早期青少年社交媒体成瘾的知识、预防和干预的理论和实践意义。功能主义理论观点认为，社交媒体成瘾可以用潜在动机来解释。先前的研究也强调了探索这些动机、社交媒体成瘾和青少年心理困扰之间关系的必要性。本研究从扩展功能主义视角检验了社交媒体成瘾，并探讨了社交媒体成瘾在社交媒体使用动机(从众、社会关系、情绪调节、反物质)与青少年心理困扰之间的潜在中介作用。我们的研究结果对干预青少年社交媒体成瘾有帮助。了解与社交媒体成瘾相关的动机可能有助于设计有效的、有针对性的父母和教育干预措施，以预防青少年的社交媒体成瘾和心理困扰。本研究得到罗马尼亚教育和研究部(CNCS - UEFISCDI)的资助，项目编号PN-III-P4-ID-PCE-2020-2963，属于PNCDI III。披露声明作者声明没有可能被视为潜在竞争利益的经济利益/个人关系。两位作者对本文的贡献相同。伦理声明本研究的方案是在研究开始之前，由Loredana Diaconu-Gherasim监督，按照Alexandru Ioan Cuza大学(罗马尼亚雅西)心理与教育科学学院的特定伦理要求设计的。所有参与者都遵循赫尔辛基宣言和罗马尼亚关于科学研究、技术开发和创新中的道德行为的国家法律，自愿参与研究并给予书面知情同意。这项工作得到了罗马尼亚教育和研究部的支持[CNCS - UEFISCDI, PN-III-P4-ID-PCE-2020-2963]。作者简介:alexandra mattei，博士，罗马尼亚雅西“Alexandru Ioan Cuza”大学心理与教育科学学院助理教授。她的研究领域包括社会、教育和临床心理学。Loredana R. Diaconu-Gherasim，博士，罗马尼亚亚西亚历山德鲁·伊安·库扎大学心理与教育科学系教授。她的研究重点是心理健康以及个人和环境因素对青少年情感发展的影响。
{"title":"The road to addiction (might be) paved with good intentions: motives for social media use and psychological distress among early adolescents","authors":"Alexandra Maftei, Loredana R. Diaconu-Gherasim","doi":"10.1080/17482798.2023.2255304","DOIUrl":"https://doi.org/10.1080/17482798.2023.2255304","url":null,"abstract":"ABSTRACTRelying on an extended functionalist perspective, in the present study we investigated how motives underlying social media use (i.e., conformity, social/the need for social relationships), coping (the need for mood regulation), and defensive motives (anti-mattering, i.e., the feeling of not mattering to others) are linked to early adolescents’ psychological distress. We also evaluated the potential mediating role of social media addiction in the relationship between social media use motives and psychological distress in vulnerable social media users, i.e., early adolescents. Our sample consisted of 480 middle-school Romanian students (M = 12.03, SD = .78, 52.3% females). The results suggested that social relationships, mood regulation, and anti-mattering motives were positively associated with social media addiction, and that social media addiction was positively related to psychological distress. Anti-mattering and mood regulation were positively associated with psychological distress. Furthermore, social media addiction mediated the relations between the motives for social media use and psychological distress. Finally, we discuss the theoretical and practical implications of the findings for knowledge, prevention, and interventions regarding social media addiction among early adolescents.IMPACT SUMMARYPrior State of Knowledge The functionalist theoretical perspective states that social media addiction might be explained by underlying motives. Previous studies also highlight the necessity to explore the relation between these motives, social media addiction, and psychological distress among youth.Novel Contributions We tested an extended functionalist perspective of social media addiction and explored the potential mediating role of social media addiction on the relationship between social media use motives (conformity, social relationships, mood regulation, anti-mattering) and adolescents’ psychological distress.Practical Implications Our results are helpful for interventions concerning social media addiction among adolescents. Knowing the motives that are related to social media addiction might help in the design of effective, targeted, parental and educational interventions to prevent adolescents’ social media addiction and psychological distress.KEYWORDS: Social mediamotives for social media useaddictionadolescentsdistress AcknowledgmentsThis work was supported by a grant of the Romanian Ministry of Education and Research, CNCS - UEFISCDI, project number PN-III-P4-ID-PCE-2020-2963, within PNCDI III.Disclosure statementThe authors declare no financial interests/personal relationships which may be considered potential competing interests.Authors’ contributionBoth authors equally contributed to the present paper.Ethics statementThis study’s protocol was designed in concordance with ethical requirements specific to the Faculty of Psychology and Educational Sciences, `Alexandru Ioan Cuza` University (Iasi, Romania), before beginning the s","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912316","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}
ABSTRACTJapanese studies have reported that one-year-olds have the longest media exposure among preschoolers. This cross-sectional study assesses associations between the screen time of 12–17-month-old children and their mothers’ characteristics. Using data from the Japan Environment and Children’s Study (JECS), we analyzed 86,938 singletons whose primary caregivers were their mothers. Screen time was defined as time that mothers allowed their children to watch TV, DVDs, and/or other media, categorized into two groups, “less-than-4-hours” and “4-hours-or-more per day.” The independent variables were children’s sex, mothers’ age, educational attainment, media usage, employment status, frequency of outings, and the existence of caregivers other than the mother. We considered additional factors including scores on the Kessler Psychological Distress Scale ;(K6) and Mother-to-Infant Bonding Scale, Japanese version (MIBS-J). Ninety percent of one-year-olds viewed media content. A multivariate regression analysis revealed that the mother’s media usage was the strongest predictor that a one-year-old would have long screen time (>4 hours/day). A mother’s higher educational attainment and employment status predicted a decreased likelihood of a child’s long screen time. MIBS-J (anger and rejection and impaired bonding) showed very a slight association, and the child’s sex, mother’s age, and K6 had no association with the child’s screen-time.Impact summaryPrior State of Knowledge: International guidelines recommend no screen time for one-year-olds. However, Japanese studies have reported that one-year-olds have the longest screen time among preschoolers. Systematic reviews have indicated that a child’s characteristics, family and social context, or ethnicity are factors that influence a child’s screen time.Novel Contributions: This large-scale, Japanese survey targeting only one-year-olds contributes to knowledge of the possible predictors of children’s long screen time. Some findings were similar to previous studies, and some were different. The results differed greatly from international recommendations for the screen time for one-year-olds.Practical Implications: The findings indicate the need for policymakers to develop practical guidelines for promoting rather than prohibiting behavioral changes in the screen time of children. They also suggest the possibility for mothers to reduce the screen time of their children by controlling their own media exposure.KEYWORDS: InfantsJapan environment and children’s study (JECS)maternal psychological distressmedia usemother–infant bondingpreschoolscreen timescreen viewtelevisionJapan AcknowledgmentsWe would like to thank all the participants who took time to complete the questionnaire during the years of this national cohort study.Disclosure statementNo potential conflict of interest was reported by the author(s).Availability of data and materialsData are unsuitable for public distribution due to ethical restriction
摘要日本的研究报告称，一岁的儿童是学龄前儿童中接触媒体时间最长的。这项横断面研究评估了12 - 17个月大的孩子的屏幕时间与他们母亲的特征之间的关系。使用日本环境与儿童研究(JECS)的数据，我们分析了86,938名主要照顾者是母亲的单身妇女。屏幕时间被定义为母亲允许孩子看电视、dvd和/或其他媒体的时间，分为两组，“每天少于4小时”和“每天4小时或更多”。自变量为儿童的性别、母亲的年龄、受教育程度、媒体使用情况、就业状况、外出频率以及是否有母亲以外的照顾者。我们考虑了其他因素，包括凯斯勒心理困扰量表(K6)和日文版母婴关系量表(MIBS-J)的分数。90%的1岁儿童观看媒体内容。多变量回归分析显示，母亲的媒体使用情况是一岁儿童屏幕时间较长的最强预测因子(>4小时/天)。母亲的受教育程度和就业状况越高，孩子长时间看屏幕的可能性就越小。MIBS-J(愤怒、排斥和关系受损)显示出非常轻微的关联，而儿童的性别、母亲的年龄和K6与儿童的屏幕时间没有关联。先前的知识状况:国际指导方针建议一岁的孩子不要看屏幕。然而，日本的研究报告称，一岁的孩子在学龄前儿童中看屏幕的时间最长。系统审查表明，儿童的特征、家庭和社会背景或种族是影响儿童屏幕时间的因素。新颖的贡献:这项针对一岁儿童的大规模日本调查有助于了解儿童长时间看屏幕的可能预测因素。有些发现与以前的研究相似，有些则不同。研究结果与国际上关于一岁儿童屏幕时间的建议存在很大差异。实际意义:研究结果表明，决策者需要制定实用的指导方针，以促进而不是禁止儿童在屏幕时间内的行为改变。他们还建议，母亲可以通过控制自己接触媒体的时间来减少孩子看屏幕的时间。关键词:婴儿日本环境与儿童研究(JECS)母亲心理困扰媒体使用母婴关系学龄前屏幕时间屏幕观看电视日本致谢我们感谢在这项全国性队列研究中花费时间完成问卷的所有参与者。披露声明作者未报告潜在的利益冲突。数据和材料的可用性由于道德限制和日本的法律框架，数据不适合公开分发。《个人信息保护法》(2003年5月30日第57号法案，2015年9月9日修订)禁止公开存放包含个人信息的数据。日本教育、文化、体育、科学和技术省以及卫生、劳动和福利省执行的《涉及人体受试者的医学和健康研究伦理准则》也限制了流行病学数据的公开共享。所有关于访问数据的查询都应发送至jecs-en@nies.go.jp。负责处理发送到此电子邮件地址的咨询的人是国立环境研究所JECS项目办公室的Shoji F. Nakayama博士。本研究方案经日本环境省流行病学研究机构审查委员会和所有参与机构的伦理委员会批准。联合调查委员会是根据《赫尔辛基宣言》和日本教育、文化、体育、科学和技术省以及卫生、劳动和福利部出版的《日本流行病学研究伦理准则》进行的。所有参与者在参与前都获得了书面知情同意。该研究已在UMIN临床试验注册系统注册。 摘要日本的研究报告称，一岁的儿童是学龄前儿童中接触媒体时间最长的。这项横断面研究评估了12 - 17个月大的孩子的屏幕时间与他们母亲的特征之间的关系。使用日本环境与儿童研究(JECS)的数据，我们分析了86,938名主要照顾者是母亲的单身妇女。屏幕时间被定义为母亲允许孩子看电视、dvd和/或其他媒体的时间，分为两组，“每天少于4小时”和“每天4小时或更多”。自变量为儿童的性别、母亲的年龄、受教育程度、媒体使用情况、就业状况、外出频率以及是否有母亲以外的照顾者。我们考虑了其他因素，包括凯斯勒心理困扰量表(K6)和日文版母婴关系量表(MIBS-J)的分数。90%的1岁儿童观看媒体内容。多变量回归分析显示，母亲的媒体使用情况是一岁儿童屏幕时间较长的最强预测因子(>4小时/天)。母亲的受教育程度和就业状况越高，孩子长时间看屏幕的可能性就越小。MIBS-J(愤怒、排斥和关系受损)显示出非常轻微的关联，而儿童的性别、母亲的年龄和K6与儿童的屏幕时间没有关联。先前的知识状况:国际指导方针建议一岁的孩子不要看屏幕。然而，日本的研究报告称，一岁的孩子在学龄前儿童中看屏幕的时间最长。系统审查表明，儿童的特征、家庭和社会背景或种族是影响儿童屏幕时间的因素。新颖的贡献:这项针对一岁儿童的大规模日本调查有助于了解儿童长时间看屏幕的可能预测因素。有些发现与以前的研究相似，有些则不同。研究结果与国际上关于一岁儿童屏幕时间的建议存在很大差异。实际意义:研究结果表明，决策者需要制定实用的指导方针，以促进而不是禁止儿童在屏幕时间内的行为改变。他们还建议，母亲可以通过控制自己接触媒体的时间来减少孩子看屏幕的时间。关键词:婴儿日本环境与儿童研究(JECS)母亲心理困扰媒体使用母婴关系学龄前屏幕时间屏幕观看电视日本致谢我们感谢在这项全国性队列研究中花费时间完成问卷的所有参与者。披露声明作者未报告潜在的利益冲突。数据和材料的可用性由于道德限制和日本的法律框架，数据不适合公开分发。《个人信息保护法》(2003年5月30日第57号法案，2015年9月9日修订)禁止公开存放包含个人信息的数据。日本教育、文化、体育、科学和技术省以及卫生、劳动和福利省执行的《涉及人体受试者的医学和健康研究伦理准则》也限制了流行病学数据的公开共享。所有关于访问数据的查询都应发送至jecs-en@nies.go.jp。负责处理发送到此电子邮件地址的咨询的人是国立环境研究所JECS项目办公室的Shoji F. Nakayama博士。本研究方案经日本环境省流行病学研究机构审查委员会和所有参与机构的伦理委员会批准。联合调查委员会是根据《赫尔辛基宣言》和日本教育、文化、体育、科学和技术省以及卫生、劳动和福利部出版的《日本流行病学研究伦理准则》进行的。所有参与者在参与前都获得了书面知情同意。该研究已在UMIN临床试验注册系统注册。
{"title":"Maternal factors and one-year-olds’ screen time: A cross-sectional study using birth cohort data from the Japan Environment and Children’s Study (JECS)","authors":"Mai Fujii, Yasuyuki Kawanishi, Fusako Niwa, Kyoko Hirabayashi, Kumiko Tsuji Kanatani, Takeo Nakayama","doi":"10.1080/17482798.2023.2251162","DOIUrl":"https://doi.org/10.1080/17482798.2023.2251162","url":null,"abstract":"ABSTRACTJapanese studies have reported that one-year-olds have the longest media exposure among preschoolers. This cross-sectional study assesses associations between the screen time of 12–17-month-old children and their mothers’ characteristics. Using data from the Japan Environment and Children’s Study (JECS), we analyzed 86,938 singletons whose primary caregivers were their mothers. Screen time was defined as time that mothers allowed their children to watch TV, DVDs, and/or other media, categorized into two groups, “less-than-4-hours” and “4-hours-or-more per day.” The independent variables were children’s sex, mothers’ age, educational attainment, media usage, employment status, frequency of outings, and the existence of caregivers other than the mother. We considered additional factors including scores on the Kessler Psychological Distress Scale ;(K6) and Mother-to-Infant Bonding Scale, Japanese version (MIBS-J). Ninety percent of one-year-olds viewed media content. A multivariate regression analysis revealed that the mother’s media usage was the strongest predictor that a one-year-old would have long screen time (>4 hours/day). A mother’s higher educational attainment and employment status predicted a decreased likelihood of a child’s long screen time. MIBS-J (anger and rejection and impaired bonding) showed very a slight association, and the child’s sex, mother’s age, and K6 had no association with the child’s screen-time.Impact summaryPrior State of Knowledge: International guidelines recommend no screen time for one-year-olds. However, Japanese studies have reported that one-year-olds have the longest screen time among preschoolers. Systematic reviews have indicated that a child’s characteristics, family and social context, or ethnicity are factors that influence a child’s screen time.Novel Contributions: This large-scale, Japanese survey targeting only one-year-olds contributes to knowledge of the possible predictors of children’s long screen time. Some findings were similar to previous studies, and some were different. The results differed greatly from international recommendations for the screen time for one-year-olds.Practical Implications: The findings indicate the need for policymakers to develop practical guidelines for promoting rather than prohibiting behavioral changes in the screen time of children. They also suggest the possibility for mothers to reduce the screen time of their children by controlling their own media exposure.KEYWORDS: InfantsJapan environment and children’s study (JECS)maternal psychological distressmedia usemother–infant bondingpreschoolscreen timescreen viewtelevisionJapan AcknowledgmentsWe would like to thank all the participants who took time to complete the questionnaire during the years of this national cohort study.Disclosure statementNo potential conflict of interest was reported by the author(s).Availability of data and materialsData are unsuitable for public distribution due to ethical restriction","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134912522","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 : 2023-08-07DOI: 10.1080/17482798.2023.2240899
Ranjana Das
ABSTRACT In this paper, I ask how parents understand and make sense of their children’s relationships with social media algorithms. Drawing upon 30 think-aloud interviews with parents raising children aged 0 to 18 in England, in this paper, I pay attention to parents’ understandings of and consequent approaches to platform algorithms in relation to their children’s lives. I locate this work within user-centric research on people’s understandings of algorithms, and research about parents’ perspectives on data and datafication in relation to sharenting. Through my data, I draw out four modes – misunderstandings, parked understandings, transactional understandings and pro-active understandings. I suggest that parents’ often flawed understandings of their children’s myriad interfaces with algorithms deserve scrutiny not through a lens of blame or individualised parental (ir) responsibility but within cross-cutting contexts of parenting cultures and families’ diverse contextual resources and restraints. I conclude by highlighting attention to parents’ approaches to algorithms in children’s lives as critical to parents’ data and algorithm literacies. IMPACT SUMMARY Prior State of Knowledge: Parents in diverse contexts try to understand and support their children’s digital lives, and also often share content about their children on a variety of platforms. Prior research has shed significant light on the datafication of childhood. Novel Contributions: This study investigates parents’ diverse understandings of algorithms underlying social media platforms and the ways in which they approach algorithms in their children’s lives. Practical Implications: Parents’ knowledge about algorithms and datafication is uneven. Policymakers need to better support adult media literacies, including data and algorithm literacies. Schools’ communication to families and carers could also become key vehicles to raise awareness about datafication.
{"title":"Parents’ understandings of social media algorithms in children’s lives in England: Misunderstandings, parked understandings, transactional understandings and proactive understandings amidst datafication","authors":"Ranjana Das","doi":"10.1080/17482798.2023.2240899","DOIUrl":"https://doi.org/10.1080/17482798.2023.2240899","url":null,"abstract":"ABSTRACT In this paper, I ask how parents understand and make sense of their children’s relationships with social media algorithms. Drawing upon 30 think-aloud interviews with parents raising children aged 0 to 18 in England, in this paper, I pay attention to parents’ understandings of and consequent approaches to platform algorithms in relation to their children’s lives. I locate this work within user-centric research on people’s understandings of algorithms, and research about parents’ perspectives on data and datafication in relation to sharenting. Through my data, I draw out four modes – misunderstandings, parked understandings, transactional understandings and pro-active understandings. I suggest that parents’ often flawed understandings of their children’s myriad interfaces with algorithms deserve scrutiny not through a lens of blame or individualised parental (ir) responsibility but within cross-cutting contexts of parenting cultures and families’ diverse contextual resources and restraints. I conclude by highlighting attention to parents’ approaches to algorithms in children’s lives as critical to parents’ data and algorithm literacies. IMPACT SUMMARY Prior State of Knowledge: Parents in diverse contexts try to understand and support their children’s digital lives, and also often share content about their children on a variety of platforms. Prior research has shed significant light on the datafication of childhood. Novel Contributions: This study investigates parents’ diverse understandings of algorithms underlying social media platforms and the ways in which they approach algorithms in their children’s lives. Practical Implications: Parents’ knowledge about algorithms and datafication is uneven. Policymakers need to better support adult media literacies, including data and algorithm literacies. Schools’ communication to families and carers could also become key vehicles to raise awareness about datafication.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45117191","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 : 2023-07-27DOI: 10.1080/17482798.2023.2239951
Shunsen Huang, Xiaoxiong Lai, L. Ke, Xubao Qin, Jia Julia Yan, Yumei Xie, Xi-jian Dai, Yun Wang
ABSTRACT Because of their entertainment functions and easy access, smartphones have become a popular means to help people cope with stress. However, there is not currently a validated set of measures for smartphone coping that captures the specific strategies people use when facing stress or difficulties, especially adolescents who suffer from psychological stress. This study aimed to develop a smartphone coping scale that includes specific strategies for adolescents. Using qualitative and quantitative methods, we first implemented focus groups and in-depth interviews to collect qualitative materials on smartphone coping. Then we constructed the initial items for the Smartphone Coping Style Scale. We next conducted exploratory and confirmatory factor analyses in one sample and assessed the reliability, stability, construct validity, criterion validity (anxiety/depression), and convergent validity (the Ways of Coping Questionnaire) in another sample. Three independent sub-components of smartphone coping were extracted: solving daily problems, distracting negative emotions, and seeking social support. The developed scale showed favorable levels of reliability, stability, and validity. The developed scale with three different subscales is a validated tool for capturing adolescents’ different smartphone coping styles and the scores of the three subscales should not be combined in practice. IMPACT SUMMARY Prior State of Knowledge: Previous literature advocated the importance of digital coping or regulation. Adolescence is a period of vulnerability to stress. Properly managing stress by using technology (e.g., smartphones) benefits adolescents’ health. However, it is unclear which smartphone coping styles adolescents use. Novel Contributions: This study first revealed the structure of adolescents’ specific smartphone coping styles, which include solving daily problems, seeking social support, and distracting negative emotion. The first two coping styles are more adaptive, whereas the latter is more less adaptive. Practical Implications: This study offers a reliable tool for researchers who are interested in exploring the impact of digital coping on adolescents’ development. Moreover, it informs policymakers and parents about adaptive types of smartphone coping, which should be encouraged to enhance the well-being of adolescents.
{"title":"Coping styles among Chinese adolescents: The development and validation of a smartphone coping style scale","authors":"Shunsen Huang, Xiaoxiong Lai, L. Ke, Xubao Qin, Jia Julia Yan, Yumei Xie, Xi-jian Dai, Yun Wang","doi":"10.1080/17482798.2023.2239951","DOIUrl":"https://doi.org/10.1080/17482798.2023.2239951","url":null,"abstract":"ABSTRACT Because of their entertainment functions and easy access, smartphones have become a popular means to help people cope with stress. However, there is not currently a validated set of measures for smartphone coping that captures the specific strategies people use when facing stress or difficulties, especially adolescents who suffer from psychological stress. This study aimed to develop a smartphone coping scale that includes specific strategies for adolescents. Using qualitative and quantitative methods, we first implemented focus groups and in-depth interviews to collect qualitative materials on smartphone coping. Then we constructed the initial items for the Smartphone Coping Style Scale. We next conducted exploratory and confirmatory factor analyses in one sample and assessed the reliability, stability, construct validity, criterion validity (anxiety/depression), and convergent validity (the Ways of Coping Questionnaire) in another sample. Three independent sub-components of smartphone coping were extracted: solving daily problems, distracting negative emotions, and seeking social support. The developed scale showed favorable levels of reliability, stability, and validity. The developed scale with three different subscales is a validated tool for capturing adolescents’ different smartphone coping styles and the scores of the three subscales should not be combined in practice. IMPACT SUMMARY Prior State of Knowledge: Previous literature advocated the importance of digital coping or regulation. Adolescence is a period of vulnerability to stress. Properly managing stress by using technology (e.g., smartphones) benefits adolescents’ health. However, it is unclear which smartphone coping styles adolescents use. Novel Contributions: This study first revealed the structure of adolescents’ specific smartphone coping styles, which include solving daily problems, seeking social support, and distracting negative emotion. The first two coping styles are more adaptive, whereas the latter is more less adaptive. Practical Implications: This study offers a reliable tool for researchers who are interested in exploring the impact of digital coping on adolescents’ development. Moreover, it informs policymakers and parents about adaptive types of smartphone coping, which should be encouraged to enhance the well-being of adolescents.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42403634","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}
ABSTRACT Confrontation with radical online content has been empirically linked to the facilitation of radicalization processes. Therefore, building a presence of information about potential prevention of radicalization through an online campaign may be particularly relevant to limit the activities and appeals of radical actors. In this study, we thus examine the effectiveness of campaign material focused on cognitive biases (i.e., when people's cognitive processes of information are systematically distorted). We test the success of the campaign material with respect to three campaign objectives: Building (1) knowledge about biases, (2) confidence to recognize biases, and (3) awareness and relevance of the issue. We conducted an online-experiment with adolescents (N = 223) comparing a control group (no exposure to the campaign material) to (A) a group that watched the developed campaign videos and (B) a group that watched the videos and took a self-assessment quiz. This comparison aims at testing how different levels of interactivity affect the three campaign objectives. The results suggest that the campaign materials increased knowledge about cognitive biases, but did not affect adolescents' confidence in recognizing biases and the perceived relevance of learning about biases. IMPACT SUMMARY Prior State of Knowledge Exposure to radical content online has been linked to facilitating radicalization processes. Therefore, building skills based on one’s susceptibility to radicalization (i.e., cognitive biases) may be a potential prevention measure that can promote media literacy and limit the appeal of radical actors. Novel Contributions This study shows that campaign materials can increase knowledge of cognitive biases and thus raise awareness of vulnerability to radical content. Nevertheless, an online campaign should ideally be accompanied by a broader and longer-term educational program to ensure long-term awareness. Practical Implications Since cognitive biases are a processing pattern that affects everyone, information about how one’s self and others are affected by it could lead to a normalization of reflection about biased processing. This could have a positive impact on more critical media literacy and should thus be pursued in future campaigns, educational offerings, and scientific studies.
{"title":"Increasing knowledge about cognitive biases: An evaluation study of a radicalization prevention campaign targeted at European adolescents and young adults","authors":"Brigitte Naderer, Diana Rieger, Heidi Schulze, Sophia Rothut","doi":"10.1080/17482798.2023.2230311","DOIUrl":"https://doi.org/10.1080/17482798.2023.2230311","url":null,"abstract":"ABSTRACT Confrontation with radical online content has been empirically linked to the facilitation of radicalization processes. Therefore, building a presence of information about potential prevention of radicalization through an online campaign may be particularly relevant to limit the activities and appeals of radical actors. In this study, we thus examine the effectiveness of campaign material focused on cognitive biases (i.e., when people's cognitive processes of information are systematically distorted). We test the success of the campaign material with respect to three campaign objectives: Building (1) knowledge about biases, (2) confidence to recognize biases, and (3) awareness and relevance of the issue. We conducted an online-experiment with adolescents (N = 223) comparing a control group (no exposure to the campaign material) to (A) a group that watched the developed campaign videos and (B) a group that watched the videos and took a self-assessment quiz. This comparison aims at testing how different levels of interactivity affect the three campaign objectives. The results suggest that the campaign materials increased knowledge about cognitive biases, but did not affect adolescents' confidence in recognizing biases and the perceived relevance of learning about biases. IMPACT SUMMARY Prior State of Knowledge Exposure to radical content online has been linked to facilitating radicalization processes. Therefore, building skills based on one’s susceptibility to radicalization (i.e., cognitive biases) may be a potential prevention measure that can promote media literacy and limit the appeal of radical actors. Novel Contributions This study shows that campaign materials can increase knowledge of cognitive biases and thus raise awareness of vulnerability to radical content. Nevertheless, an online campaign should ideally be accompanied by a broader and longer-term educational program to ensure long-term awareness. Practical Implications Since cognitive biases are a processing pattern that affects everyone, information about how one’s self and others are affected by it could lead to a normalization of reflection about biased processing. This could have a positive impact on more critical media literacy and should thus be pursued in future campaigns, educational offerings, and scientific studies.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44415152","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 : 2023-07-21DOI: 10.1080/17482798.2023.2230493
Amanda Purington Drake, Philipp K. Masur, N. Bazarova, Wenting Zou, J. Whitlock
ABSTRACT Social media has opened new doors of opportunities and risks for youth. Potential risks include exposure to harmful content, engagement with strangers, or unwanted consequences from irresponsible or naive use. Social media literacy has been proposed as a way to mitigate such risks and promote positive ways of social media engagement. This paper aimed to develop a comprehensive Youth Social Media Literacy Inventory (YSMLI) to objectively assess young adolescents’ (9–13 years) knowledge and skills in the context of social media use. The development process included four consecutive steps: 1) an in-depth review of the literature to identify core competencies and domains of social media literacy, 2) creation of a large item pool that assesses these core competencies within six domains (advertising, cyberbullying, privacy, news, phishing, and media balance), 3) expert review and cognitive pretesting with youth, and 4) empirical validation of the final 90-item pool using item response theory based on a sample of n = 306 youth participants in the US. The final item bank is well-fitting, reliable, and valid, offering scales with varying lengths for different purposes including domain-specific assessment and parallel testing. IMPACT SUMMARY Prior State of Knowledge Social media literacy has been proposed as a way to mitigate risks and maximize the benefits of social media use. Yet, there are currently no objectives and validated measures for assessing young children’s social media literacy knowledge and skills. Novel Contributions We developed and validated the Youth Social Media Literacy Inventory, a 90-item bank, that can be used to objectively assess youth’s social media literacy. Due to its excellent psychometric properties, it allows scholars to create scales of varying length and for different research purposes. Practical Implications Educators and researchers can use the inventory to assess the effectiveness of social media literacy interventions; compare levels of social media literacy across groups, schools, or populations; and assess antecedents and consequences of social media literacy.
{"title":"The youth social media literacy inventory: development and validation using item response theory in the US","authors":"Amanda Purington Drake, Philipp K. Masur, N. Bazarova, Wenting Zou, J. Whitlock","doi":"10.1080/17482798.2023.2230493","DOIUrl":"https://doi.org/10.1080/17482798.2023.2230493","url":null,"abstract":"ABSTRACT Social media has opened new doors of opportunities and risks for youth. Potential risks include exposure to harmful content, engagement with strangers, or unwanted consequences from irresponsible or naive use. Social media literacy has been proposed as a way to mitigate such risks and promote positive ways of social media engagement. This paper aimed to develop a comprehensive Youth Social Media Literacy Inventory (YSMLI) to objectively assess young adolescents’ (9–13 years) knowledge and skills in the context of social media use. The development process included four consecutive steps: 1) an in-depth review of the literature to identify core competencies and domains of social media literacy, 2) creation of a large item pool that assesses these core competencies within six domains (advertising, cyberbullying, privacy, news, phishing, and media balance), 3) expert review and cognitive pretesting with youth, and 4) empirical validation of the final 90-item pool using item response theory based on a sample of n = 306 youth participants in the US. The final item bank is well-fitting, reliable, and valid, offering scales with varying lengths for different purposes including domain-specific assessment and parallel testing. IMPACT SUMMARY Prior State of Knowledge Social media literacy has been proposed as a way to mitigate risks and maximize the benefits of social media use. Yet, there are currently no objectives and validated measures for assessing young children’s social media literacy knowledge and skills. Novel Contributions We developed and validated the Youth Social Media Literacy Inventory, a 90-item bank, that can be used to objectively assess youth’s social media literacy. Due to its excellent psychometric properties, it allows scholars to create scales of varying length and for different research purposes. Practical Implications Educators and researchers can use the inventory to assess the effectiveness of social media literacy interventions; compare levels of social media literacy across groups, schools, or populations; and assess antecedents and consequences of social media literacy.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43447077","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 : 2023-07-09DOI: 10.1080/17482798.2023.2227290
Xinyun Cao, Fuxing Wang, Haiyang Li, Yu Tong
ABSTRACT Characters in educational videos have been shown to help children learn and transfer knowledge. The aim of this study is to explore the influence of realism and familiarity of characters on children’s video learning. The participants were 90 4- to 6-year-olds. The children watched a video in which a character demonstrated how to construct simple gears, and then completed the same task to test the effect of the character’s realism and familiarity on their learning and transfer of STEM knowledge. A 2 (high-reality vs. low-reality) × 2 (familiar, unfamiliar) experiment was adopted. The results showed that children learned STEM material better from live-action human characters than from animated animal characters. However, the familiarity of the character did not influence children’s learning, and the parasocial relationship between children and the character also did not improve learning. The findings suggest that the realism of the characters, not their familiarity, is key in helping children learn from educational videos. IMPACT SUMMARY Prior State of Knowledge: Children’s learning from screen-based educational media can be influenced by characteristics of the characters. Less is known about whether realistic and familiar characteristics improve children’s screen learning. Novel Contributions: We created four characters based on combined realism and familiarity to explore whether some characters are better than others at promoting learning STEM information. Practical Implications: Our findings are relevant to producers of educational videos. Compared to animated characters, live-action human characters may better help children ages 4 to 6 years to learn from these videos.
{"title":"Characters’ realism, not familiarity, improved Chinese Children’s learning from video","authors":"Xinyun Cao, Fuxing Wang, Haiyang Li, Yu Tong","doi":"10.1080/17482798.2023.2227290","DOIUrl":"https://doi.org/10.1080/17482798.2023.2227290","url":null,"abstract":"ABSTRACT Characters in educational videos have been shown to help children learn and transfer knowledge. The aim of this study is to explore the influence of realism and familiarity of characters on children’s video learning. The participants were 90 4- to 6-year-olds. The children watched a video in which a character demonstrated how to construct simple gears, and then completed the same task to test the effect of the character’s realism and familiarity on their learning and transfer of STEM knowledge. A 2 (high-reality vs. low-reality) × 2 (familiar, unfamiliar) experiment was adopted. The results showed that children learned STEM material better from live-action human characters than from animated animal characters. However, the familiarity of the character did not influence children’s learning, and the parasocial relationship between children and the character also did not improve learning. The findings suggest that the realism of the characters, not their familiarity, is key in helping children learn from educational videos. IMPACT SUMMARY Prior State of Knowledge: Children’s learning from screen-based educational media can be influenced by characteristics of the characters. Less is known about whether realistic and familiar characteristics improve children’s screen learning. Novel Contributions: We created four characters based on combined realism and familiarity to explore whether some characters are better than others at promoting learning STEM information. Practical Implications: Our findings are relevant to producers of educational videos. Compared to animated characters, live-action human characters may better help children ages 4 to 6 years to learn from these videos.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44254601","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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