Pub Date : 2023-07-03DOI: 10.1080/17482798.2023.2235813
Cara Dickason
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Pub Date : 2023-07-03DOI: 10.1080/17482798.2023.2235159
Dafna Lemish
For my Ph.D. comprehensive exams at Ohio State University in 1980, I was asked to discuss articles that had most influenced my thinking. My favorite at the time was Bernard Berelson’s (1948) article; chiefly, for this quote regarding a central research issue – media effects: “Some kinds of communication, on some kinds of issues, brought to the attention of some kinds of people, under some kinds of conditions, have some kinds of effects” (p. 172). After studying the literature on media effects for many years – from strong to limited effects’ theories – Berelson’s dictum provided my 1980s self with a sensible, comprehensive answer to the question of media effects that said it all (or, nothing at all?). Undoubtedly, whatever your position, it has been and remains an intriguing, challenging, and basic issue of primary concern to scholars of children, adolescents, and media (CAM) today. Indeed, it certainly has had long-term impacts over the years on my scholarship. As a Master’s advisee of Elihu Katz, I, too, became heavily invested in the “active audience” framework and the agency of gratification-seeking media users (Blumler & Katz, 1974). At the time, it fit me well. Yet, as my academic career in the field of children and media progressed, I seem to have developed a rather entwined scholarly and methodological agenda, inclusive of all sides of the “effects” debate. For example, I reported from an ethnographic study of babies’ socialization to TV viewing during my post-doctoral fellowship, but also a study on the impact of wrestling programs on violence in schools a few years later when I returned to Israel. At the time, I was under the influence of the US developmental psychology tradition. Admittedly, this was a deficit model that framed the child as progressing in the process of becoming an adult, which was the dominant psychological approach. Later, I found myself gravitating more towards European studies, and the work of scholars such as David Buckingham who explored children’s agency and voice (Buckingham, 1993). Gradually I distanced myself from strong media effects research, adopting Kirsten Drotner’s criticisms of “media panics” (Drotner, 1992) as well as selective arguments in discourses around “media addiction.” Instead, I advocated for advancing collaboration between parents, educators, media institutions, and policymakers to enable children to maximize the positive potential of media, while minimizing its potential harms. In parallel, I found myself concluding that I had very little in common with researchers coming from a medical-health perspective, who emphasized the media’s harmful impacts on healthy development. For example, I was suspicious of the titles of articles such as: “digital media, anxiety and depression in children;” “internet gaming disorder;” “digital
{"title":"The social media (moral) panic this time: Why CAM scholars may need a more complex approach","authors":"Dafna Lemish","doi":"10.1080/17482798.2023.2235159","DOIUrl":"https://doi.org/10.1080/17482798.2023.2235159","url":null,"abstract":"For my Ph.D. comprehensive exams at Ohio State University in 1980, I was asked to discuss articles that had most influenced my thinking. My favorite at the time was Bernard Berelson’s (1948) article; chiefly, for this quote regarding a central research issue – media effects: “Some kinds of communication, on some kinds of issues, brought to the attention of some kinds of people, under some kinds of conditions, have some kinds of effects” (p. 172). After studying the literature on media effects for many years – from strong to limited effects’ theories – Berelson’s dictum provided my 1980s self with a sensible, comprehensive answer to the question of media effects that said it all (or, nothing at all?). Undoubtedly, whatever your position, it has been and remains an intriguing, challenging, and basic issue of primary concern to scholars of children, adolescents, and media (CAM) today. Indeed, it certainly has had long-term impacts over the years on my scholarship. As a Master’s advisee of Elihu Katz, I, too, became heavily invested in the “active audience” framework and the agency of gratification-seeking media users (Blumler & Katz, 1974). At the time, it fit me well. Yet, as my academic career in the field of children and media progressed, I seem to have developed a rather entwined scholarly and methodological agenda, inclusive of all sides of the “effects” debate. For example, I reported from an ethnographic study of babies’ socialization to TV viewing during my post-doctoral fellowship, but also a study on the impact of wrestling programs on violence in schools a few years later when I returned to Israel. At the time, I was under the influence of the US developmental psychology tradition. Admittedly, this was a deficit model that framed the child as progressing in the process of becoming an adult, which was the dominant psychological approach. Later, I found myself gravitating more towards European studies, and the work of scholars such as David Buckingham who explored children’s agency and voice (Buckingham, 1993). Gradually I distanced myself from strong media effects research, adopting Kirsten Drotner’s criticisms of “media panics” (Drotner, 1992) as well as selective arguments in discourses around “media addiction.” Instead, I advocated for advancing collaboration between parents, educators, media institutions, and policymakers to enable children to maximize the positive potential of media, while minimizing its potential harms. In parallel, I found myself concluding that I had very little in common with researchers coming from a medical-health perspective, who emphasized the media’s harmful impacts on healthy development. For example, I was suspicious of the titles of articles such as: “digital media, anxiety and depression in children;” “internet gaming disorder;” “digital","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"271 - 277"},"PeriodicalIF":3.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42066967","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 : 2023-07-03DOI: 10.1080/17482798.2023.2235815
Ingrid Stapf, Cora Biess, Jan Pfetsch, Felix Paschel
In this commentary, we reflect on ethical considerations when conducting research with children in sensitive subject areas, especially in digital environments. Using a child rightscentered approach, we argue that we need to use a more holistic approach to ethics that respects different rights of children. When weighing security and safety risks of examining online communication among children, ethical tensions arise between the right to protection and the right to participation. This tension can be addressed by considering ethical criteria throughout the whole research project. We claim that this also might entail a paradigm shift: research ethics should be developed in interdisciplinary teams, and also with children. The goal of child-centered research ethics is to respect children ́s interests and rights by designing appropriate research methods and processes that engage the autonomy of children while increasing the validity of research results and conclusions. From a children ́s rights perspective, the evolution of digital media is providing young people across the globe with new opportunities relating to their rights: new ways of learning reinforce the right to education and information; increasing social connectivity strengthens the right to participate; expanding communication possibilities support the right to express views and be heard; and the access to games and leisure online supports the right to play. Social media platforms like TikTok also provide children with opportunities to express their personal opinion and offer new spaces for political communication. A lack of effective platform regulation and protection of children, however, means that children are prone to not only content-related, but also interactive risks, which only increased during the boost in media consumption during the COVID-19 pandemic. Interactive risks are both a form of contact risks (e.g., when young people interact with unknown others through chats that can lead to security threats like cybergrooming) and conduct risks (when children put others (and themselves) at risk, e.g., when they produce hateful material about others, like in the case of cyberbullying or hate speech). Thus, these risks range from hate speech and disinformation to cybergrooming or cyberbullying, as well as privacy concerns (see 4C model of online risks; Livingstone & Stoilova, 2021). Digital media provide children with opportunities but also make them vulnerable in ways that impact their right to protection, security, and even their right to life, foreclosing their right to an open future (Feinberg, 1980; Stapf, 2022). From a children ́s rights perspective, children are acting subjects who are more vulnerable than adults. They are developing cognitively and emotionally while building their lived experiences. Paternalistic attempts to protect children in research, without involving children themselves in the research process, may interfere with children ́s self-
{"title":"Respecting children`s rights in research ethics and research methods","authors":"Ingrid Stapf, Cora Biess, Jan Pfetsch, Felix Paschel","doi":"10.1080/17482798.2023.2235815","DOIUrl":"https://doi.org/10.1080/17482798.2023.2235815","url":null,"abstract":"In this commentary, we reflect on ethical considerations when conducting research with children in sensitive subject areas, especially in digital environments. Using a child rightscentered approach, we argue that we need to use a more holistic approach to ethics that respects different rights of children. When weighing security and safety risks of examining online communication among children, ethical tensions arise between the right to protection and the right to participation. This tension can be addressed by considering ethical criteria throughout the whole research project. We claim that this also might entail a paradigm shift: research ethics should be developed in interdisciplinary teams, and also with children. The goal of child-centered research ethics is to respect children ́s interests and rights by designing appropriate research methods and processes that engage the autonomy of children while increasing the validity of research results and conclusions. From a children ́s rights perspective, the evolution of digital media is providing young people across the globe with new opportunities relating to their rights: new ways of learning reinforce the right to education and information; increasing social connectivity strengthens the right to participate; expanding communication possibilities support the right to express views and be heard; and the access to games and leisure online supports the right to play. Social media platforms like TikTok also provide children with opportunities to express their personal opinion and offer new spaces for political communication. A lack of effective platform regulation and protection of children, however, means that children are prone to not only content-related, but also interactive risks, which only increased during the boost in media consumption during the COVID-19 pandemic. Interactive risks are both a form of contact risks (e.g., when young people interact with unknown others through chats that can lead to security threats like cybergrooming) and conduct risks (when children put others (and themselves) at risk, e.g., when they produce hateful material about others, like in the case of cyberbullying or hate speech). Thus, these risks range from hate speech and disinformation to cybergrooming or cyberbullying, as well as privacy concerns (see 4C model of online risks; Livingstone & Stoilova, 2021). Digital media provide children with opportunities but also make them vulnerable in ways that impact their right to protection, security, and even their right to life, foreclosing their right to an open future (Feinberg, 1980; Stapf, 2022). From a children ́s rights perspective, children are acting subjects who are more vulnerable than adults. They are developing cognitively and emotionally while building their lived experiences. Paternalistic attempts to protect children in research, without involving children themselves in the research process, may interfere with children ́s self-","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"393 - 399"},"PeriodicalIF":3.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48800624","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 : 2023-06-19DOI: 10.1080/17482798.2023.2222187
D. Borzekowski, Lauren E Kauffman, L. Jacobs, Mamun Jahun, Hadiza Babayaro
ABSTRACT A team of researchers were investigating the impact of a Nigerian adaptation of Akili and Me when the COVID−19 pandemic struck. Schools shut down, interrupting the study’s quasi-experimental intervention design. Post-school reopening, researchers recontacted 363 children (mean age = 5.1, SD = 1.1 years) who had provided data at baseline and had completed the intervention. The analyses revealed that during the shutdown, participating children watched Akili and Me, beyond the exposure experienced through the study intervention. Across viewing groups and including the control group, researchers found the children knew the program’s characters using a program receptivity score. The researchers found no differences associated with study’s initial group assignments. Those children who could name more Akili and Me characters performed significantly better on the outcomes of literacy, numeracy, shape, socio-emotional development, controlling for sex, age, baseline score, and group assignment. This study offers promising evidence that locally-produced educational media interventions can impact early learning skills, especially during a crisis when children rely on educational media for home learning. IMPACT SUMMARY Prior State of Knowledge Previous research conducted in low- and middle-income countries offers evidence that when exposed to educational and entertaining media, young children show significant albeit small improvements in their knowledge and skills related to literacy, numeracy, socio-emotional development, and health and hygiene. Novel Contributions Our original plan was to examine learning from media through a school-based study. In Nigeria, the government shutdown schools because of COVID−19; we used this interruption as an opportunity to capture children’s exposure to and impact of home-based viewing of educational media. Practical Implications Educational programs offering culturally-relevant content can affect preschool children’s learning of content and skills. If school interruptions happen because of manmade or natural disasters, governments can disseminate quality educational programming to enhance children’s learning while at home.
摘要2019冠状病毒病疫情爆发时，一组研究人员正在调查尼日利亚改编的《阿基利和我》的影响。学校停课，中断了该研究的准实验干预设计。学校重新开放后，研究人员重新接触了363名儿童（平均年龄 = 5.1，SD = 1.1 年），他们在基线时提供了数据并完成了干预。分析显示，在停课期间，参与的孩子们观看了《Akili and Me》，这超出了通过研究干预所经历的接触。研究人员发现，在包括对照组在内的观看组中，孩子们使用节目接受度得分来了解节目的角色。研究人员没有发现与研究最初的小组分配相关的差异。那些能说出更多Akili和Me角色名字的孩子在识字、算术、体型、社会情感发展、控制性别、年龄、基线得分和小组分配方面的表现明显更好。这项研究提供了有希望的证据，证明当地制作的教育媒体干预措施可以影响早期学习技能，尤其是在儿童依赖教育媒体进行家庭学习的危机期间。影响摘要先前的知识状况先前在中低收入国家进行的研究提供了证据，表明当接触到教育和娱乐媒体时，幼儿在识字、算术、社会情感发展以及健康和卫生方面的知识和技能有了显著但微小的进步。新颖的贡献我们最初的计划是通过一项基于学校的研究来研究从媒体学习。在尼日利亚，政府因新冠肺炎关闭了学校；我们利用这次中断来捕捉孩子们在家观看教育媒体的机会和影响。实践意义提供文化相关内容的教育项目可能会影响学龄前儿童对内容和技能的学习。如果学校因人为或自然灾害而中断，政府可以传播高质量的教育节目，以提高儿童在家的学习能力。
{"title":"How the COVID-19 shutdown revealed the effectiveness of a northern Nigerian educational media program","authors":"D. Borzekowski, Lauren E Kauffman, L. Jacobs, Mamun Jahun, Hadiza Babayaro","doi":"10.1080/17482798.2023.2222187","DOIUrl":"https://doi.org/10.1080/17482798.2023.2222187","url":null,"abstract":"ABSTRACT A team of researchers were investigating the impact of a Nigerian adaptation of Akili and Me when the COVID−19 pandemic struck. Schools shut down, interrupting the study’s quasi-experimental intervention design. Post-school reopening, researchers recontacted 363 children (mean age = 5.1, SD = 1.1 years) who had provided data at baseline and had completed the intervention. The analyses revealed that during the shutdown, participating children watched Akili and Me, beyond the exposure experienced through the study intervention. Across viewing groups and including the control group, researchers found the children knew the program’s characters using a program receptivity score. The researchers found no differences associated with study’s initial group assignments. Those children who could name more Akili and Me characters performed significantly better on the outcomes of literacy, numeracy, shape, socio-emotional development, controlling for sex, age, baseline score, and group assignment. This study offers promising evidence that locally-produced educational media interventions can impact early learning skills, especially during a crisis when children rely on educational media for home learning. IMPACT SUMMARY Prior State of Knowledge Previous research conducted in low- and middle-income countries offers evidence that when exposed to educational and entertaining media, young children show significant albeit small improvements in their knowledge and skills related to literacy, numeracy, socio-emotional development, and health and hygiene. Novel Contributions Our original plan was to examine learning from media through a school-based study. In Nigeria, the government shutdown schools because of COVID−19; we used this interruption as an opportunity to capture children’s exposure to and impact of home-based viewing of educational media. Practical Implications Educational programs offering culturally-relevant content can affect preschool children’s learning of content and skills. If school interruptions happen because of manmade or natural disasters, governments can disseminate quality educational programming to enhance children’s learning while at home.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"373 - 388"},"PeriodicalIF":3.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43106471","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 : 2023-05-02DOI: 10.1080/17482798.2023.2202869
R. Young, M. Tully
ABSTRACT Research in parental mediation often focuses on how parents’ practices for managing digital media are aligned with normative expectations. However, there is less research that explores parental mediation as a process, with practices changing over time in response to barriers and challenges. To address this gap, the goal of the current study is to examine parents’ decisions around not monitoring or limiting adolescents’ media use. Based on focus group discussions and interviews with predominantly female (77%) and White (92%) parents living in five communities in the Midwestern United States, we explore parental mediation as a process in which decisions about children’s media use reflect competing individual, ideological, and structural factors. In eight focus groups (n = 48) and 13 follow-up interviews, we ask parents to narrate barriers to commonly suggested mediation strategies to examine how parents’ navigate factors such as efficacy, conflict, or adolescent autonomy in managing digital media use. Based on the findings, we propose that looking at barriers illustrates mediation as a process of calibration, a decision that is made and re-made as parents navigate complex and sometimes contradictory situations and expectations. IMPACT SUMMARY Prior State of Knowledge: Past studies on parental mediation of digital technology define a range of strategies like restriction or monitoring and explore factors predicting whether parents use these strategies. Less research examines how parents arrive at the decision to implement normative mediation strategies. Novel Contributions: We propose the term calibration to explain how barriers and challenges prompt shifts in parental mediation over time. Calibration captures how parents balance competing internal and external factors, like efficacy or norms, in engaging with adolescents about digital media use. Practical Implications: Conceptualizing mediation as calibration may help parents develop a toolbox of strategies that can shift as needed. In addition, focusing on values like autonomy helps parents choose which mediation strategies work for their family context and which may not.
{"title":"Roadblocks and resistance: Digital mediation as a process of calibration among U.S. parents of adolescents","authors":"R. Young, M. Tully","doi":"10.1080/17482798.2023.2202869","DOIUrl":"https://doi.org/10.1080/17482798.2023.2202869","url":null,"abstract":"ABSTRACT Research in parental mediation often focuses on how parents’ practices for managing digital media are aligned with normative expectations. However, there is less research that explores parental mediation as a process, with practices changing over time in response to barriers and challenges. To address this gap, the goal of the current study is to examine parents’ decisions around not monitoring or limiting adolescents’ media use. Based on focus group discussions and interviews with predominantly female (77%) and White (92%) parents living in five communities in the Midwestern United States, we explore parental mediation as a process in which decisions about children’s media use reflect competing individual, ideological, and structural factors. In eight focus groups (n = 48) and 13 follow-up interviews, we ask parents to narrate barriers to commonly suggested mediation strategies to examine how parents’ navigate factors such as efficacy, conflict, or adolescent autonomy in managing digital media use. Based on the findings, we propose that looking at barriers illustrates mediation as a process of calibration, a decision that is made and re-made as parents navigate complex and sometimes contradictory situations and expectations. IMPACT SUMMARY Prior State of Knowledge: Past studies on parental mediation of digital technology define a range of strategies like restriction or monitoring and explore factors predicting whether parents use these strategies. Less research examines how parents arrive at the decision to implement normative mediation strategies. Novel Contributions: We propose the term calibration to explain how barriers and challenges prompt shifts in parental mediation over time. Calibration captures how parents balance competing internal and external factors, like efficacy or norms, in engaging with adolescents about digital media use. Practical Implications: Conceptualizing mediation as calibration may help parents develop a toolbox of strategies that can shift as needed. In addition, focusing on values like autonomy helps parents choose which mediation strategies work for their family context and which may not.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"353 - 372"},"PeriodicalIF":3.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42151465","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 : 2023-05-01DOI: 10.1080/17482798.2023.2201890
Daniela K. Digiacomo, Erica Hodgin, Josephn Kahne, Samia Alkam, Caitlin J Taylor
ABSTRACT Warning signs for the health of the American democracy abound. These challenges have multiple manifestations and multiple roots, but media and the Internet, more broadly, are implicated in prominent ways. Schools, the institutions charged with educating current and future generations, have a role to play in supporting the preparation of an informed citizenry. This study examines the extent to which state level legislation supports the provision of civically oriented media literacy education. To do so, we first identify several critically needed media literacy education dimensions and then examine how well existing legislation from all 50 states responds to these identified needs. Findings reveal that not only is there an overall dearth of K-12 media literacy policy, but definitions and corresponding resources remain sparse and varied. For schools to fulfill their role of providing young people with the knowledge, skills, and commitments to participate and promote a vibrant and informed democracy, this study concludes that more must be done to support media literacy education within state level policy. IMPACT SUMMARY Prior State of Knowledge: Studies indicate that few young people in the United States receive significant learning opportunities to develop and practice media literacy-related skills. While federal legislation is valuable to help set the tone for the nation, state support for local innovation has long been a key strategy for supporting school reform efforts. Novel Contributions: Accordingly, this study examines the extent to which state level legislation supports the provision of civically oriented media literacy education. Practical Implications: Findings reveal that media literacy policy remains the exception, rather than the norm, in states across country – which suggests the need for all state legislators to consider the importance of developing and passing policy that would provide the infrastructure their states need to support young people in learning media literacy skills on a routine basis in schools.
{"title":"Assessing the state of media literacy policy in U.S. K-12 schools","authors":"Daniela K. Digiacomo, Erica Hodgin, Josephn Kahne, Samia Alkam, Caitlin J Taylor","doi":"10.1080/17482798.2023.2201890","DOIUrl":"https://doi.org/10.1080/17482798.2023.2201890","url":null,"abstract":"ABSTRACT Warning signs for the health of the American democracy abound. These challenges have multiple manifestations and multiple roots, but media and the Internet, more broadly, are implicated in prominent ways. Schools, the institutions charged with educating current and future generations, have a role to play in supporting the preparation of an informed citizenry. This study examines the extent to which state level legislation supports the provision of civically oriented media literacy education. To do so, we first identify several critically needed media literacy education dimensions and then examine how well existing legislation from all 50 states responds to these identified needs. Findings reveal that not only is there an overall dearth of K-12 media literacy policy, but definitions and corresponding resources remain sparse and varied. For schools to fulfill their role of providing young people with the knowledge, skills, and commitments to participate and promote a vibrant and informed democracy, this study concludes that more must be done to support media literacy education within state level policy. IMPACT SUMMARY Prior State of Knowledge: Studies indicate that few young people in the United States receive significant learning opportunities to develop and practice media literacy-related skills. While federal legislation is valuable to help set the tone for the nation, state support for local innovation has long been a key strategy for supporting school reform efforts. Novel Contributions: Accordingly, this study examines the extent to which state level legislation supports the provision of civically oriented media literacy education. Practical Implications: Findings reveal that media literacy policy remains the exception, rather than the norm, in states across country – which suggests the need for all state legislators to consider the importance of developing and passing policy that would provide the infrastructure their states need to support young people in learning media literacy skills on a routine basis in schools.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"336 - 352"},"PeriodicalIF":3.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43858325","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 : 2023-04-04DOI: 10.1080/17482798.2023.2195193
Jiutong Luo, P. Yeung, Hui Li
ABSTRACT Parents and children often have different perceptions of parenting practices and we have limited knowledge on this issue regarding the media parenting practices. In this study, we aimed to examine the gender (male vs. female) and parent-adolescent differences in perceived media parenting in Chinese society. Adolescents (N = 737, Mean age = 14.71, SD = 1.40; 56.3% girls) and their parents (N = 702, 62.5% mothers) were sampled and invited to complete a newly developed Media Parenting Practices Scale (MPPS), resulting in a total of 486 matched families (with 272 girls and 293 mothers). The results confirmed the five latent constructs of MPPS with appropriate psychometric evidence: restriction, involvement, modeling, supervision, and reward. The between-group analysis identified significant gender differences in perceived media parenting between fathers and mothers and between boys and girls. The paired-sample t-test revealed significant parent – adolescent differences, with parents reporting significantly higher levels of media parenting practices than their adolescents. Impact Summary Prior State of Knowledge: Parents often use different strategies to mediate and mitigate the negative effects of the media in their children’s lives. However, there is still a lack of common terminologies to describe media parenting practices that address the recent media prevalence among adolescents. Moreover, it is also unknown whether there are significant gender differences (i.e., father-mother, boy-girl) and parent-adolescent regarding the media parenting practices. Novel Contributions: This study contributes a newly developed five-dimensional media parenting practices scale (MPPS), which includes restriction, involvement, modeling, supervision, and reward, and further reveals the differences in each sub-dimension between gender and parent-adolescent within the Chinese context. Practical Implications:This study has implications for scholars, parents, and their adolescents. On the one hand, the five-dimensional scale offers a new framework for them to examine media parenting behaviors. On the other hand, the differences found between gender and parent-adolescent called for further attention to the potential consequences.
{"title":"Gender and parent–adolescent differences in perceived media parenting: Evidence from a Chinese validation study","authors":"Jiutong Luo, P. Yeung, Hui Li","doi":"10.1080/17482798.2023.2195193","DOIUrl":"https://doi.org/10.1080/17482798.2023.2195193","url":null,"abstract":"ABSTRACT Parents and children often have different perceptions of parenting practices and we have limited knowledge on this issue regarding the media parenting practices. In this study, we aimed to examine the gender (male vs. female) and parent-adolescent differences in perceived media parenting in Chinese society. Adolescents (N = 737, Mean age = 14.71, SD = 1.40; 56.3% girls) and their parents (N = 702, 62.5% mothers) were sampled and invited to complete a newly developed Media Parenting Practices Scale (MPPS), resulting in a total of 486 matched families (with 272 girls and 293 mothers). The results confirmed the five latent constructs of MPPS with appropriate psychometric evidence: restriction, involvement, modeling, supervision, and reward. The between-group analysis identified significant gender differences in perceived media parenting between fathers and mothers and between boys and girls. The paired-sample t-test revealed significant parent – adolescent differences, with parents reporting significantly higher levels of media parenting practices than their adolescents. Impact Summary Prior State of Knowledge: Parents often use different strategies to mediate and mitigate the negative effects of the media in their children’s lives. However, there is still a lack of common terminologies to describe media parenting practices that address the recent media prevalence among adolescents. Moreover, it is also unknown whether there are significant gender differences (i.e., father-mother, boy-girl) and parent-adolescent regarding the media parenting practices. Novel Contributions: This study contributes a newly developed five-dimensional media parenting practices scale (MPPS), which includes restriction, involvement, modeling, supervision, and reward, and further reveals the differences in each sub-dimension between gender and parent-adolescent within the Chinese context. Practical Implications:This study has implications for scholars, parents, and their adolescents. On the one hand, the five-dimensional scale offers a new framework for them to examine media parenting behaviors. On the other hand, the differences found between gender and parent-adolescent called for further attention to the potential consequences.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"278 - 297"},"PeriodicalIF":3.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48667399","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 : 2023-03-10DOI: 10.1080/17482798.2023.2187426
Gabriel Piña, Alicia Torres, Isabel Griffith
ABSTRACT Research finds that parents’ knowledge and practices exert significant influence on the developmental outcomes of children and youth. Formal parenting programs that improve parenting knowledge and practices can positively impact children’s development and behavior; however, these programs tend to be limited in terms of their scope and size of the populations they serve. We conducted an experimental study to evaluate the effectiveness of the Positive Parenting Newsfeed project – a wide-reaching parenting initiative that features rigorous research-based strategies and recommendations for parents through monthly TV news reports in English and Spanish. In a sample of 381 parents, we evaluated outcomes such as parents’ knowledge about the topics covered in the reports, intent to adopt, and adoption of research-based parenting behaviors. Compared to a control group, we find that parents exposed to the 1–1.5-minute Positive Parenting TV news segments report higher knowledge about research-based parenting topics, are more likely to report intention to adopt the behaviors featured in the segments, and implement more behaviors that follow the featured advice, one week and one month after watching the segments. IMPACT SUMMARY Prior State of Knowledge. Public education campaigns, specifically public health education campaigns, have found success in modifying mass population opinions and behaviors, but rarely focus on child development topics. Novel Contributions. This study is the first experimental evaluation to examine the effectiveness of communicating research-based parenting strategies to parents through videos displayed in local TV news segments, on parents’ knowledge, intent to adopt, and adoption of behaviors. Practical Implications. News producers and policymakers need to address global challenges and promote positive child outcomes, and television news can be an effective medium to provide important information to parents – the most important adults in children’s lives
{"title":"Promoting research-based parenting strategies through U.S. local television news: An experimental evaluation of the Positive Parenting Newsfeed project","authors":"Gabriel Piña, Alicia Torres, Isabel Griffith","doi":"10.1080/17482798.2023.2187426","DOIUrl":"https://doi.org/10.1080/17482798.2023.2187426","url":null,"abstract":"ABSTRACT Research finds that parents’ knowledge and practices exert significant influence on the developmental outcomes of children and youth. Formal parenting programs that improve parenting knowledge and practices can positively impact children’s development and behavior; however, these programs tend to be limited in terms of their scope and size of the populations they serve. We conducted an experimental study to evaluate the effectiveness of the Positive Parenting Newsfeed project – a wide-reaching parenting initiative that features rigorous research-based strategies and recommendations for parents through monthly TV news reports in English and Spanish. In a sample of 381 parents, we evaluated outcomes such as parents’ knowledge about the topics covered in the reports, intent to adopt, and adoption of research-based parenting behaviors. Compared to a control group, we find that parents exposed to the 1–1.5-minute Positive Parenting TV news segments report higher knowledge about research-based parenting topics, are more likely to report intention to adopt the behaviors featured in the segments, and implement more behaviors that follow the featured advice, one week and one month after watching the segments. IMPACT SUMMARY Prior State of Knowledge. Public education campaigns, specifically public health education campaigns, have found success in modifying mass population opinions and behaviors, but rarely focus on child development topics. Novel Contributions. This study is the first experimental evaluation to examine the effectiveness of communicating research-based parenting strategies to parents through videos displayed in local TV news segments, on parents’ knowledge, intent to adopt, and adoption of behaviors. Practical Implications. News producers and policymakers need to address global challenges and promote positive child outcomes, and television news can be an effective medium to provide important information to parents – the most important adults in children’s lives","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"228 - 245"},"PeriodicalIF":3.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45214602","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 : 2023-02-22DOI: 10.1080/17482798.2023.2180045
M. Alper, J. Manganello, Kimberly F. Colvin
ABSTRACT During the COVID-19 pandemic, caregivers of disabled children have faced adverse conditions complicating their media use management (i.e., parental mediation). Disabled children and non-disabled children in a household may also have distinct cognitive, emotional, and physical needs requiring different parental mediation strategies. In this exploratory study, we surveyed U.S. parents (N = 123) with a disabled and non-disabled child between the ages of 5 and 13 to explore child differences in average hours spent watching media and playing games, problematic media use, and parental mediation during the early part of the COVID-19 pandemic (Spring 2020–Spring 2021). Results suggest higher problematic media use for children with disabilities compared to their siblings without disabilities during the pandemic, with rates of problematic use primarily increasing or staying the same for both, but significantly more parental mediation of children without disabilities compared to those with disabilities. In the wake of the pandemic and spikes in children’s media use, screen time advice from health providers to households with both disabled and non-disabled children requires unique considerations to support healthy child media use. IMPACT SUMMARY Prior State of Knowledge: Media have offered young people important opportunities for learning, entertainment, and social connection during the COVID-19 pandemic, but parents also have concerns about overuse and negative effects. Novel Contributions: We surveyed parents of school-age siblings with and without disabilities to compare media use patterns, problematic media use, and parental mediation. We found higher rates of problematic media use among disabled children, but more parental mediation of non-disabled children. Practical Implications: Practitioners who provide screen media guidance to households with both disabled and non-disabled children should consider these families’ unique considerations and circumstances, including how siblings mutually influence one another’s media use, as well as their parents’ overall caregiving practices.
{"title":"Parental mediation and problematic media use among U.S. children with disabilities and their non-disabled siblings during the COVID-19 pandemic","authors":"M. Alper, J. Manganello, Kimberly F. Colvin","doi":"10.1080/17482798.2023.2180045","DOIUrl":"https://doi.org/10.1080/17482798.2023.2180045","url":null,"abstract":"ABSTRACT During the COVID-19 pandemic, caregivers of disabled children have faced adverse conditions complicating their media use management (i.e., parental mediation). Disabled children and non-disabled children in a household may also have distinct cognitive, emotional, and physical needs requiring different parental mediation strategies. In this exploratory study, we surveyed U.S. parents (N = 123) with a disabled and non-disabled child between the ages of 5 and 13 to explore child differences in average hours spent watching media and playing games, problematic media use, and parental mediation during the early part of the COVID-19 pandemic (Spring 2020–Spring 2021). Results suggest higher problematic media use for children with disabilities compared to their siblings without disabilities during the pandemic, with rates of problematic use primarily increasing or staying the same for both, but significantly more parental mediation of children without disabilities compared to those with disabilities. In the wake of the pandemic and spikes in children’s media use, screen time advice from health providers to households with both disabled and non-disabled children requires unique considerations to support healthy child media use. IMPACT SUMMARY Prior State of Knowledge: Media have offered young people important opportunities for learning, entertainment, and social connection during the COVID-19 pandemic, but parents also have concerns about overuse and negative effects. Novel Contributions: We surveyed parents of school-age siblings with and without disabilities to compare media use patterns, problematic media use, and parental mediation. We found higher rates of problematic media use among disabled children, but more parental mediation of non-disabled children. Practical Implications: Practitioners who provide screen media guidance to households with both disabled and non-disabled children should consider these families’ unique considerations and circumstances, including how siblings mutually influence one another’s media use, as well as their parents’ overall caregiving practices.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"219 - 227"},"PeriodicalIF":3.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41369306","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 : 2023-02-16DOI: 10.1080/17482798.2023.2179572
Sandra El Gemayel
{"title":"Understanding the Media in Young Children’s Lives: An Introduction to the Key Debates (1st ed.)","authors":"Sandra El Gemayel","doi":"10.1080/17482798.2023.2179572","DOIUrl":"https://doi.org/10.1080/17482798.2023.2179572","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"266 - 269"},"PeriodicalIF":3.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47959094","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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