The COVID-19 pandemic has greatly altered family life, and research among adults and families is finding increases in financial stress, mental health problems, screen time, parental conflict, and child behavior problems. Given these patterns, we sought to replicate these findings with a younger and largely non-white sample and consider how these constructs might relate to each other by using the Family Stress Model. From surveys of 247 predominately Latine mothers and fathers of children under 4 years in the U.S., we found that financial strain was related to children's media exposure and use, largely through impacts on parents' mental health and coparenting relationship. Interestingly, only use of television in the background and during mealtimes were associated with increases in children's behavior problems. Such findings better capture how stress may operate in a family system and offer a way to counsel parents about healthier media habits for children.
{"title":"Applying a family stress model to understand U.S. families' patterns of stress, media use, and child behavior during the COVID-19 pandemic.","authors":"Stephanie M Reich, Yujia Liu, Nestor Tulagan, Esmeralda Martin, Melissa Dahlin, Natasha Cabrera","doi":"10.1080/17482798.2023.2187853","DOIUrl":"10.1080/17482798.2023.2187853","url":null,"abstract":"<p><p>The COVID-19 pandemic has greatly altered family life, and research among adults and families is finding increases in financial stress, mental health problems, screen time, parental conflict, and child behavior problems. Given these patterns, we sought to replicate these findings with a younger and largely non-white sample and consider how these constructs might relate to each other by using the Family Stress Model. From surveys of 247 predominately Latine mothers and fathers of children under 4 years in the U.S., we found that financial strain was related to children's media exposure and use, largely through impacts on parents' mental health and coparenting relationship. Interestingly, only use of television in the background and during mealtimes were associated with increases in children's behavior problems. Such findings better capture how stress may operate in a family system and offer a way to counsel parents about healthier media habits for children.</p>","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 2","pages":"246-265"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10361240/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9881991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01Epub Date: 2023-04-28DOI: 10.1080/17482798.2023.2200958
Sarah M Coyne, Adam Rogers, Hailey G Holmgren, McCall A Booth, Megan Van Alfen, Holly Harris, Rachel Barr, Laura M Padilla-Walker, J Andan Sheppard, Jane Shawcroft, MarjAnn Ober
The development of problematic media use in early childhood is not well understood. The current study examined long-term associations between parental media efficacy, parental media monitoring, and problematic media use across a three-year period of time during early childhood. Participants included 432 parents who reported on their own parenting and their child's use of problematic media once a year for three years (M age of child at Wave 1 = 29.68 months, SD = 3.73 months). Results revealed that early parental media efficacy predicted lower levels of child problematic media use over time. Restrictive media monitoring was also related to lower levels of child problematic media use over time. Additionally, general parental efficacy was related to parental media efficacy and lower child problematic media use, both at the cross-sectional and longitudinal levels. Discussion focuses on encouraging early parental media efficacy (and exploring other potential mechanisms) as a way to mitigate the development of problematic media use over time.
{"title":"Masters of Media: A longitudinal study of parental media efficacy, media monitoring, and child problematic media use across early childhood in the United States.","authors":"Sarah M Coyne, Adam Rogers, Hailey G Holmgren, McCall A Booth, Megan Van Alfen, Holly Harris, Rachel Barr, Laura M Padilla-Walker, J Andan Sheppard, Jane Shawcroft, MarjAnn Ober","doi":"10.1080/17482798.2023.2200958","DOIUrl":"10.1080/17482798.2023.2200958","url":null,"abstract":"<p><p>The development of problematic media use in early childhood is not well understood. The current study examined long-term associations between parental media efficacy, parental media monitoring, and problematic media use across a three-year period of time during early childhood. Participants included 432 parents who reported on their own parenting and their child's use of problematic media once a year for three years (<i>M</i> age of child at Wave 1 = 29.68 months, <i>SD</i> = 3.73 months). Results revealed that early parental media efficacy predicted lower levels of child problematic media use over time. Restrictive media monitoring was also related to lower levels of child problematic media use over time. Additionally, general parental efficacy was related to parental media efficacy and lower child problematic media use, both at the cross-sectional and longitudinal levels. Discussion focuses on encouraging early parental media efficacy (and exploring other potential mechanisms) as a way to mitigate the development of problematic media use over time.</p>","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 3","pages":"318-335"},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10575305/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41239788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.1080/17482798.2022.2157457
S. Vranken, K. Beullens, Delphine Geyskens, Jörg Matthes
ABSTRACT Influencers are important socialization agents among adolescents. There are rising concerns that influencers glamorize their alcohol behaviors and promote brands on Instagram. While exposure to alcohol messages influences adolescents’ alcohol use, it remains unclear how adolescents evaluate influencers’ alcohol images. We conducted 10 focus group interviews with 47 adolescents (Mage = 16.21; SD = 1.22). Our results demonstrated that adolescents frequently encounter images of influencers who hold alcoholic beverages, provide positive reviews for brands, or promote their own beverages. Additionally, building on the Message Interpretation Process model, we examined how individuals affectively (i.e. message desirability) and cognitively (i.e. realism, similarity) evaluate these alcohol images. Our results suggest that adolescents enjoy viewing images of influencers who depicted positive alcohol-related outcomes, highlighted their luxurious lifestyles, and were transparent about their partnership with alcohol brands. Only upon explicitly encouraging them to think aloud about the realism of and similarity to these images; and through discussions with their friends, they became more skeptical and perceived influencers’ images to be inauthentic. Where these critical evaluations took place, the persuasive effects seemed to diminish. Overall, our findings suggest that peer-led discussions and think-aloud procedures may be promising tools for media literacy interventions. IMPACT SUMMARY Prior state of knowledge Influencers use Instagram to memorialize alcohol drinking and recommend brands to adolescents. Exposure to alcohol images, however, has been demonstrated to influence offline alcohol cognitions and behaviors. Novel contributions Extending the Message Interpretation Process model, our qualitative study indicated that stylistic features and emotional appeals in influencers’ alcohol images drive affective evaluations, while the valence, setting, and commercial transparency determine cognitive evaluations. Critical cognitive evaluations overturn positive affective evaluations. Practical Implications The study showed that peer-led discussions and think-aloud procedures may be useful tools in media literacy trainings to activate adolescents’ critical cognitive evaluations. These cognitive evaluations would in turn enable adolescents to regulate their affective evaluations.
{"title":"Under the influence of (alcohol)influencers? A qualitative study examining Belgian adolescents’ evaluations of alcohol-related Instagram images from influencers","authors":"S. Vranken, K. Beullens, Delphine Geyskens, Jörg Matthes","doi":"10.1080/17482798.2022.2157457","DOIUrl":"https://doi.org/10.1080/17482798.2022.2157457","url":null,"abstract":"ABSTRACT Influencers are important socialization agents among adolescents. There are rising concerns that influencers glamorize their alcohol behaviors and promote brands on Instagram. While exposure to alcohol messages influences adolescents’ alcohol use, it remains unclear how adolescents evaluate influencers’ alcohol images. We conducted 10 focus group interviews with 47 adolescents (Mage = 16.21; SD = 1.22). Our results demonstrated that adolescents frequently encounter images of influencers who hold alcoholic beverages, provide positive reviews for brands, or promote their own beverages. Additionally, building on the Message Interpretation Process model, we examined how individuals affectively (i.e. message desirability) and cognitively (i.e. realism, similarity) evaluate these alcohol images. Our results suggest that adolescents enjoy viewing images of influencers who depicted positive alcohol-related outcomes, highlighted their luxurious lifestyles, and were transparent about their partnership with alcohol brands. Only upon explicitly encouraging them to think aloud about the realism of and similarity to these images; and through discussions with their friends, they became more skeptical and perceived influencers’ images to be inauthentic. Where these critical evaluations took place, the persuasive effects seemed to diminish. Overall, our findings suggest that peer-led discussions and think-aloud procedures may be promising tools for media literacy interventions. IMPACT SUMMARY Prior state of knowledge Influencers use Instagram to memorialize alcohol drinking and recommend brands to adolescents. Exposure to alcohol images, however, has been demonstrated to influence offline alcohol cognitions and behaviors. Novel contributions Extending the Message Interpretation Process model, our qualitative study indicated that stylistic features and emotional appeals in influencers’ alcohol images drive affective evaluations, while the valence, setting, and commercial transparency determine cognitive evaluations. Critical cognitive evaluations overturn positive affective evaluations. Practical Implications The study showed that peer-led discussions and think-aloud procedures may be useful tools in media literacy trainings to activate adolescents’ critical cognitive evaluations. These cognitive evaluations would in turn enable adolescents to regulate their affective evaluations.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"134 - 153"},"PeriodicalIF":3.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45447794","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 : 2022-11-21DOI: 10.1080/17482798.2022.2145324
M. Brites, Teresa Sofia Castro
ABSTRACT Institutionalised youths who are digitally disconnected while long-standing in detention centres (in Portugal, these are called educational centres) face constraints to their digital rights. Given that most youths already come from deprived contexts, their present and future lives are deeply challenged. This article explores data collected in the participatory project DiCi-Educa, based on institutionalised youths’ digital media production and critical thinking, regarding issues such as digital citizenship, participation, and otherness. Using a participatory action research (PAR) methodology, they were stimulated to widen their views of the world and reflect on their digital rights and acts of participation using digital media. Institutionalised youths’ understandings before the project were centred on the use of social media, video games, illegal downloads, and hacking. Thus, during the project, they were challenged to debate participatory acts using the internet and digital media as tools for social change. The results point to these tools as relevant opportunities to the disconnected settings of the ECs. We recommend the need to tackle critical methods for thinking the digital realm as a path to building critical skills with these youths. Widening their views of the world can stimulate their well-being and contribute to avoiding risky behaviours. IMPACT SUMMARY Prior State of Knowledge: Summarize what is known about the topic. The digital rights experiences of institutionalised youth in detention centres are an under-studied topic in media studies. In addition, there is a lack of research compiling participatory media production and reflection on the uses of the internet in these contexts. Novel Contributions: Summarize the primary contributions the findings make to the field. This study revealed the need to (1) bring digital and technological opportunities to the disconnected youth in detention centres; (2) the need to ensure quality types of digital equipment and a stable broadband connection; at last, (3) it pointed to the necessity to widen youth views of the world and promote non-risky behaviours. Practical Implications: Authors should explicitly state what the practical implications of their findings are, and whether those implications are primarily for practitioners, policymakers, or parents. Our findings primarily target youth and staff in detention centres and secondly policymakers. We suggest to develop (1) longitudinal research and training with institutionalised youth and (2) training for the detention centres staff.
{"title":"Digital rights in digital exclusion settings: the experiences of institutionalised youth in Portuguese detention centres","authors":"M. Brites, Teresa Sofia Castro","doi":"10.1080/17482798.2022.2145324","DOIUrl":"https://doi.org/10.1080/17482798.2022.2145324","url":null,"abstract":"ABSTRACT Institutionalised youths who are digitally disconnected while long-standing in detention centres (in Portugal, these are called educational centres) face constraints to their digital rights. Given that most youths already come from deprived contexts, their present and future lives are deeply challenged. This article explores data collected in the participatory project DiCi-Educa, based on institutionalised youths’ digital media production and critical thinking, regarding issues such as digital citizenship, participation, and otherness. Using a participatory action research (PAR) methodology, they were stimulated to widen their views of the world and reflect on their digital rights and acts of participation using digital media. Institutionalised youths’ understandings before the project were centred on the use of social media, video games, illegal downloads, and hacking. Thus, during the project, they were challenged to debate participatory acts using the internet and digital media as tools for social change. The results point to these tools as relevant opportunities to the disconnected settings of the ECs. We recommend the need to tackle critical methods for thinking the digital realm as a path to building critical skills with these youths. Widening their views of the world can stimulate their well-being and contribute to avoiding risky behaviours. IMPACT SUMMARY Prior State of Knowledge: Summarize what is known about the topic. The digital rights experiences of institutionalised youth in detention centres are an under-studied topic in media studies. In addition, there is a lack of research compiling participatory media production and reflection on the uses of the internet in these contexts. Novel Contributions: Summarize the primary contributions the findings make to the field. This study revealed the need to (1) bring digital and technological opportunities to the disconnected youth in detention centres; (2) the need to ensure quality types of digital equipment and a stable broadband connection; at last, (3) it pointed to the necessity to widen youth views of the world and promote non-risky behaviours. Practical Implications: Authors should explicitly state what the practical implications of their findings are, and whether those implications are primarily for practitioners, policymakers, or parents. Our findings primarily target youth and staff in detention centres and secondly policymakers. We suggest to develop (1) longitudinal research and training with institutionalised youth and (2) training for the detention centres staff.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"117 - 133"},"PeriodicalIF":3.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42326513","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 : 2022-10-13DOI: 10.1080/17482798.2022.2134899
J. A. Bonus
ABSTRACT Children sometimes fail to transfer lessons gleaned from educational television. However, exposure to this content might impart foundational knowledge that facilitates children’s learning from subsequent formal instruction. This possibility is consistent with the predictions of a theoretical framework known as “preparation for future learning” (PFL). In the current experiment, 4- to 6-year-old children (N = 109) watched one of three educational science programs about buoyancy or a control program about magnification. Afterward, all children observed a live demonstration about buoyancy and participated in two assessments of learning (i.e. once after television exposure and again after the live demonstration). Children who watched the buoyancy programs performed better across more assessments than children who watched the control program. Unexpectedly, more consistent benefits emerged among children who watched animated (vs. live action) programs. These findings provided mixed support for the PFL framework, and recommendations for future research are provided. IMPACT SUMMARY Prior State of Knowledge: Children sometimes fail to transfer lessons gleaned from educational television. However, this content might impart foundational knowledge that facilitates children’s learning from subsequent formal instruction. This possibility is consistent with a theoretical framework called “preparation for future learning” (PFL). Novel Contributions: Children learned more from formal instruction about buoyancy after exposure to similar lessons in narrative-based science television programs about buoyancy. However, the pattern of results across outcomes provided mixed support for the PFL framework. Practical Implications: Scholars might consider applying certain aspects of the PFL framework to their research designs and theorizing. Parents and teachers might consider supplementing formal instruction with educational television.
{"title":"Conceptualizing U.S. educational television as preparation for future learning","authors":"J. A. Bonus","doi":"10.1080/17482798.2022.2134899","DOIUrl":"https://doi.org/10.1080/17482798.2022.2134899","url":null,"abstract":"ABSTRACT Children sometimes fail to transfer lessons gleaned from educational television. However, exposure to this content might impart foundational knowledge that facilitates children’s learning from subsequent formal instruction. This possibility is consistent with the predictions of a theoretical framework known as “preparation for future learning” (PFL). In the current experiment, 4- to 6-year-old children (N = 109) watched one of three educational science programs about buoyancy or a control program about magnification. Afterward, all children observed a live demonstration about buoyancy and participated in two assessments of learning (i.e. once after television exposure and again after the live demonstration). Children who watched the buoyancy programs performed better across more assessments than children who watched the control program. Unexpectedly, more consistent benefits emerged among children who watched animated (vs. live action) programs. These findings provided mixed support for the PFL framework, and recommendations for future research are provided. IMPACT SUMMARY Prior State of Knowledge: Children sometimes fail to transfer lessons gleaned from educational television. However, this content might impart foundational knowledge that facilitates children’s learning from subsequent formal instruction. This possibility is consistent with a theoretical framework called “preparation for future learning” (PFL). Novel Contributions: Children learned more from formal instruction about buoyancy after exposure to similar lessons in narrative-based science television programs about buoyancy. However, the pattern of results across outcomes provided mixed support for the PFL framework. Practical Implications: Scholars might consider applying certain aspects of the PFL framework to their research designs and theorizing. Parents and teachers might consider supplementing formal instruction with educational television.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"97 - 116"},"PeriodicalIF":3.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48394594","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 : 2022-10-06DOI: 10.1080/17482798.2022.2127818
M. Himma-Kadakas, Carina Tenor
ABSTRACT This research briefly analyses Swedish and Estonian laws, journalistic codes of ethics, and newsroom guidelines that set the foundation for minors (not) being interviewed as news sources. Textual analysis of such documents shows that regardless of minors’ right to free expression, minors are mostly addressed only in victims’ roles, prioritizing protection over representation. Focus on guardian consent of under 18s is justified as protection, which also helps protect the newsroom from adverse reactions. We argue that the regulative basis of journalism reinforces the exclusion of minors from news coverage and prevents them from participating in public discussions. Therefore, the documents need updating from contemporary childhood sociology perspectives according to which minors are considered a resourceful group and distinguished into several age groups and roles, thus can be empowered to be included in news media. Impact summary Prior State of Knowledge: Children are underrepresented in news media, which reduces their freedom of expression and agency to be part of public discussions. This decreases their interest in news media and isolates them from civic participation. Novel Contributions: Empirical research lacks the studies on the reasons why newsrooms exclude minors from news coverages. The current study focuses on regulations that affect journalistic practice on grass-root level and indicates the need for paradigmatic changes in regulatory documents. Practical Implications: Our findings have implications primarily for media scholars and journalists, but also parents. We encourage a discussion and change in the principles how minors should be engaged in news coverages.
{"title":"Children and adolescents as news sources: research brief on voice and agency of minors in Swedish and Estonian journalistic regulative documents","authors":"M. Himma-Kadakas, Carina Tenor","doi":"10.1080/17482798.2022.2127818","DOIUrl":"https://doi.org/10.1080/17482798.2022.2127818","url":null,"abstract":"ABSTRACT This research briefly analyses Swedish and Estonian laws, journalistic codes of ethics, and newsroom guidelines that set the foundation for minors (not) being interviewed as news sources. Textual analysis of such documents shows that regardless of minors’ right to free expression, minors are mostly addressed only in victims’ roles, prioritizing protection over representation. Focus on guardian consent of under 18s is justified as protection, which also helps protect the newsroom from adverse reactions. We argue that the regulative basis of journalism reinforces the exclusion of minors from news coverage and prevents them from participating in public discussions. Therefore, the documents need updating from contemporary childhood sociology perspectives according to which minors are considered a resourceful group and distinguished into several age groups and roles, thus can be empowered to be included in news media. Impact summary Prior State of Knowledge: Children are underrepresented in news media, which reduces their freedom of expression and agency to be part of public discussions. This decreases their interest in news media and isolates them from civic participation. Novel Contributions: Empirical research lacks the studies on the reasons why newsrooms exclude minors from news coverages. The current study focuses on regulations that affect journalistic practice on grass-root level and indicates the need for paradigmatic changes in regulatory documents. Practical Implications: Our findings have implications primarily for media scholars and journalists, but also parents. We encourage a discussion and change in the principles how minors should be engaged in news coverages.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"87 - 96"},"PeriodicalIF":3.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44114289","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 : 2022-10-02DOI: 10.1080/17482798.2022.2124696
Sophie Duffy, J. Derevensky
ABSTRACT Video gaming has changed dramatically over the past three decades. A greater number of in-game features, life-like appearances, streaming, and new modes of gameplay have made video gaming engaging to all age groups. The Entertainment Software Association (ESA) represents the North American video gaming industry and established the Entertainment Software Rating Board (ESRB) in 1994. The purpose of the ESRB was to provide parents and consumers with more information about the potentially problematic content and features in video games by creating video game ratings. Although video games have changed over the decades, the ESRB has undergone minimal changes. This commentary critically investigates the current ESRB rating system to propose methods for improvement both internally and externally. Two major areas of improvement were identified for the ESRB. The first was to provide parents with more information on the contents and interactability of video games by adding to and modifying the existing ratings. The second was to take measures to improve the video gaming industry’s understanding on how to best protect consumers through changes to the internal ESRB rating structure and creating external research partnerships. We call upon the ESRB and ESA to better inform parents and protect consumers from potentially harmful video gaming content and features.
{"title":"Helping parents understand the content of video games: updating the ESRB rating system","authors":"Sophie Duffy, J. Derevensky","doi":"10.1080/17482798.2022.2124696","DOIUrl":"https://doi.org/10.1080/17482798.2022.2124696","url":null,"abstract":"ABSTRACT Video gaming has changed dramatically over the past three decades. A greater number of in-game features, life-like appearances, streaming, and new modes of gameplay have made video gaming engaging to all age groups. The Entertainment Software Association (ESA) represents the North American video gaming industry and established the Entertainment Software Rating Board (ESRB) in 1994. The purpose of the ESRB was to provide parents and consumers with more information about the potentially problematic content and features in video games by creating video game ratings. Although video games have changed over the decades, the ESRB has undergone minimal changes. This commentary critically investigates the current ESRB rating system to propose methods for improvement both internally and externally. Two major areas of improvement were identified for the ESRB. The first was to provide parents with more information on the contents and interactability of video games by adding to and modifying the existing ratings. The second was to take measures to improve the video gaming industry’s understanding on how to best protect consumers through changes to the internal ESRB rating structure and creating external research partnerships. We call upon the ESRB and ESA to better inform parents and protect consumers from potentially harmful video gaming content and features.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"606 - 612"},"PeriodicalIF":3.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45842298","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 : 2022-10-02DOI: 10.1080/17482798.2022.2079695
N. Jennings, Sarah F. Rosaen, Omotayo O. Banjo, Vanessa McCoy
ABSTRACT This study explores children’s responses to animated, ficational characters when honesty is put to the test through behaviors of racialized, peer-like media characters. Children (n = 178, aged 8–13 years) viewed an episode of a popular U.S. television program, Nickelodeon’s The Loud House, with a dishonest White character (Lincoln) or an honest Black character (Clyde). The findings confirm that Clyde who is portrayed as honest is seen as more honest, higher in morality, and liked more than Lincoln who deliberately lies. Race did not impact how much children like the White character (Lincoln), but Black children reported liking the Black character (Clyde) more than White children. Children who have previously seen the show are more likely to like and have a stronger parasocial relationship with the characters, with a regression pinpointing this is most important for Lincoln, the White character. The main finding that the regression analyses tease out is that it is the parasocial relationship that is significantly positively related to how likable and moral the children rate the characters, not race and racial attitudes. Implications are discussed within a context of mediated contact, social construction of identity and groups, and moral judgements. IMPACT SUMMARY Prior State of Knowledge: Previous research suggests that youth can learn moral behaviors from media characters. However, few television studies with youth have examined character honesty and race in a research investigation. Novel Contributions: Children who feel emotionally connected to a media character can be more accepting of problematic behavior of the character. Racial bias and preferences for Black or White media characters indicate that racial awareness is salient for youth. Practical Implications: Children’s relationships with media characters can have implications on their learning about consequences of moral behaviors. Practitioners should be thoughtful in their representations of characters, particularly children of color, reaching for more positive portrayals of children of color as a means to mitigate judgment of others and enhance interracial relationships.
{"title":"Honesty, morality, and parasocial relationships in U.S. children’s media","authors":"N. Jennings, Sarah F. Rosaen, Omotayo O. Banjo, Vanessa McCoy","doi":"10.1080/17482798.2022.2079695","DOIUrl":"https://doi.org/10.1080/17482798.2022.2079695","url":null,"abstract":"ABSTRACT This study explores children’s responses to animated, ficational characters when honesty is put to the test through behaviors of racialized, peer-like media characters. Children (n = 178, aged 8–13 years) viewed an episode of a popular U.S. television program, Nickelodeon’s The Loud House, with a dishonest White character (Lincoln) or an honest Black character (Clyde). The findings confirm that Clyde who is portrayed as honest is seen as more honest, higher in morality, and liked more than Lincoln who deliberately lies. Race did not impact how much children like the White character (Lincoln), but Black children reported liking the Black character (Clyde) more than White children. Children who have previously seen the show are more likely to like and have a stronger parasocial relationship with the characters, with a regression pinpointing this is most important for Lincoln, the White character. The main finding that the regression analyses tease out is that it is the parasocial relationship that is significantly positively related to how likable and moral the children rate the characters, not race and racial attitudes. Implications are discussed within a context of mediated contact, social construction of identity and groups, and moral judgements. IMPACT SUMMARY Prior State of Knowledge: Previous research suggests that youth can learn moral behaviors from media characters. However, few television studies with youth have examined character honesty and race in a research investigation. Novel Contributions: Children who feel emotionally connected to a media character can be more accepting of problematic behavior of the character. Racial bias and preferences for Black or White media characters indicate that racial awareness is salient for youth. Practical Implications: Children’s relationships with media characters can have implications on their learning about consequences of moral behaviors. Practitioners should be thoughtful in their representations of characters, particularly children of color, reaching for more positive portrayals of children of color as a means to mitigate judgment of others and enhance interracial relationships.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"575 - 586"},"PeriodicalIF":3.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42519001","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 : 2022-09-30DOI: 10.1080/17482798.2022.2123013
Davide Cino, D. Lacko, G. Mascheroni, David Šmahel
ABSTRACT Through a re-analysis of survey data collected with a sample of 9,731 youth aged 11–17 from 10 European countries, the article explores how some of the most popular online activities for children and young people (i.e., informational, social, and entertainment activities) relate to different types of perceived digital skills, as well as individual and social characteristics (such as age, gender, emotional problems, sensation seeking, parental mediation, and family environment). Furthermore, this paper looks at the moderating role of the family environment between enabling parental mediation and online activities. Using multi-group structural equation modeling we found that emotional problems, perceived informational and social digital skills, and enabling parental mediation were associated with informational online activities; sensation seeking, perceived informational digital skills, and enabling and restrictive parental mediation were associated with social online activities; and restrictive parental mediation was associated with entertainment online activities. Implications of these findings for educators, policy-makers, and parents are outlined, as well as limitations and future directions. Impact summary Prior State of Knowledge: When going online, children and young people more commonly engage in informational, communication, and social activities. While different online activities may promote different positive outcomes, variables like digital skills, individual and social characteristics make a difference in what they do. Novel Contributions: We found that perceived informational digital skills was the most consistent predictor of all kinds of online activities, followed by enabling parental mediation positively predicting engagement in informational and social activities and restrictive mediation negatively predicting social and entertainment activities. Practical Implications: Findings are informative for policy-makers and educators to promote curricula fostering informational digital skills, predicting engagement in all kinds of activities, and parents to adopt an enabling mediation style allowing children to undertake a more diverse range of online activities.
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Pub Date : 2022-09-25DOI: 10.1080/17482798.2022.2124648
C. Ponte
In an online talk I recently organized on data-driven environments, one of this book’s authors discussed how children are growing up monitored by their parents’ digital devices and by schools and educational platforms, without regard for their privacy rights. At the end, a participant wrote in the chat: “An amazing presentation. But also the most depressing talk I have heard for some time – and I work on climate change!” That participant also asked whether there was “any gap or glimmer of an alternative future to the one that the tendencies mapped out is leading to”. In the first pages of Datafied Childhoods, Mascheroni and Siibak seem to address that question. They note that “there are reasons to believe that this is an opportune moment, given current trajectories, to call into question the continued datafication of childhood at home, at school, and in a child’s peer group, and to imagine a different future in which data are repurposed for the social good and best interests of children” (p. 3). Mascheroni and Siibak aim to counter the opacity that surrounds the datafication of childhood, a topic that has been far less researched or present in news coverage than other risky consequences of the digital environment for children. For that purpose, chapter 2 presents three theoretical pillars that make it possible to go beyond a strict view of datafication as a data-driven business or political governance model:
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