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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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.
{"title":"Predictors of children’s and young people’s digital engagement in informational, communication, and entertainment activities: findings from ten European countries","authors":"Davide Cino, D. Lacko, G. Mascheroni, David Šmahel","doi":"10.1080/17482798.2022.2123013","DOIUrl":"https://doi.org/10.1080/17482798.2022.2123013","url":null,"abstract":"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.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60085668","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 : 2022-09-25DOI: 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:
{"title":"Datafied Childhoods: data practices and imaginaries in children’s lives","authors":"C. Ponte","doi":"10.1080/17482798.2022.2124648","DOIUrl":"https://doi.org/10.1080/17482798.2022.2124648","url":null,"abstract":"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:","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49402604","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 : 2022-09-23DOI: 10.1080/17482798.2022.2125994
J. Njagi
ABSTRACT This article uses Kenya and Ghana as case studies to analyse the construction of children, information and communication technologies (ICT) and the internet in Africa. The article discusses the interaction of girl-child protection and media risk discourses and the implication for children, girls, and women in Africa. It highlights the positioning of children in relation to ICT and the internet in terms of gender, age, class, and other demographic factors. It further examines whether, how and which children are constructed as agents or victims, and the ways in which their agency/victimhood is discussed. The article finds dominant child protection and media risk discourses focusing on the risk posed by the internet for children, particularly girls, as the main drivers of the representation of the problem. It also offers a critique of the solutions proposed to addressing the problems presented by the internet for children for taking a homogenising as well as a legalistic and regulatory approach. The article concludes by problematizing these problem representations and solutions, as well as the silences and the ways in which the in problems can be approached differently. IMPACT SUMMARY Prior State of Knowledge: A lot of research documents the realisation of children’s rights provided by the UN Convention on the rights of the Child. However, there is a dearth of research on the digital rights of children particularly in Africa. Novel Contributions: Through analysis of policy and institutional perspectives relating to children, ICTs and the internet in Kenya and Ghana, this article offers a critical approach to the construction of children and ICTs in policy and practice. Practical Implications: The article counters dominant narratives that may affect children’s ability to access and benefit from the internet. It advocates for policies and programs that seek to understand children’s online experiences and support children to engage constructively with the internet.
{"title":"Analysis of the constructions of children and the internet in Kenya and Ghana","authors":"J. Njagi","doi":"10.1080/17482798.2022.2125994","DOIUrl":"https://doi.org/10.1080/17482798.2022.2125994","url":null,"abstract":"ABSTRACT This article uses Kenya and Ghana as case studies to analyse the construction of children, information and communication technologies (ICT) and the internet in Africa. The article discusses the interaction of girl-child protection and media risk discourses and the implication for children, girls, and women in Africa. It highlights the positioning of children in relation to ICT and the internet in terms of gender, age, class, and other demographic factors. It further examines whether, how and which children are constructed as agents or victims, and the ways in which their agency/victimhood is discussed. The article finds dominant child protection and media risk discourses focusing on the risk posed by the internet for children, particularly girls, as the main drivers of the representation of the problem. It also offers a critique of the solutions proposed to addressing the problems presented by the internet for children for taking a homogenising as well as a legalistic and regulatory approach. The article concludes by problematizing these problem representations and solutions, as well as the silences and the ways in which the in problems can be approached differently. IMPACT SUMMARY Prior State of Knowledge: A lot of research documents the realisation of children’s rights provided by the UN Convention on the rights of the Child. However, there is a dearth of research on the digital rights of children particularly in Africa. Novel Contributions: Through analysis of policy and institutional perspectives relating to children, ICTs and the internet in Kenya and Ghana, this article offers a critical approach to the construction of children and ICTs in policy and practice. Practical Implications: The article counters dominant narratives that may affect children’s ability to access and benefit from the internet. It advocates for policies and programs that seek to understand children’s online experiences and support children to engage constructively with the internet.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44265213","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 : 2022-09-18DOI: 10.1080/17482798.2022.2123012
J. Navarro, Anne C. Fletcher, Michaeline R Jensen
ABSTRACT Parents use digital-specific strategies to mitigate online risks and augment online benefits of digital technology in their children’s lives. The goal of this study was to develop and validate a measure of parents’ attitudes about mediation of digital technology. An internet-based survey was administered to 460 parents of children and adolescents in the United States. Exploratory bifactor analysis revealed one general factor, reflecting general parenting attitudes, and four digital-specific factors: discursive mediation, restrictive mediation and monitoring, participatory mediation, and mediation by modeling. Confirmatory factor analysis supported a bifactor model of the Digital Parental Mediation Attitudes Scale (DPMAS); the general factor explained shared variance related to parenting style and skills in general, while the mediation factors represented digital-specific attitudes. Construct validity was evidenced in differential associations between mediation factors and parenting efficacy, influence, child age, and parent and child technology use patterns. Impact Summary Prior State of Knowledge: Research exploring the effectiveness of digital parenting strategies (e.g. discursive and restrictive mediation) has not conceptualized or measured these constructs consistently. This limits the extent to which scholars, policy makers, and parents can draw conclusions about the efficacy of digital parental mediation. Novel Contributions: To facilitate a coherent evidence base about digital parenting, the current study developed and validated a quantitative measure of US parents’ attitudes about mediation related to digital and social technologies using structural equation modeling. Practical Implications: The Digital Parenting Mediation Attitude Scale (DPMAS) assess parents’ attitudes across four dimensions (discursive, restrictive/monitoring, participatory, modeling) and can assist in the development and evaluation of interventions to support youth and families in a dynamic and rapidly evolving technological environment.
{"title":"A bifactor model of U.S. parents’ attitudes regarding mediation for the digital age","authors":"J. Navarro, Anne C. Fletcher, Michaeline R Jensen","doi":"10.1080/17482798.2022.2123012","DOIUrl":"https://doi.org/10.1080/17482798.2022.2123012","url":null,"abstract":"ABSTRACT Parents use digital-specific strategies to mitigate online risks and augment online benefits of digital technology in their children’s lives. The goal of this study was to develop and validate a measure of parents’ attitudes about mediation of digital technology. An internet-based survey was administered to 460 parents of children and adolescents in the United States. Exploratory bifactor analysis revealed one general factor, reflecting general parenting attitudes, and four digital-specific factors: discursive mediation, restrictive mediation and monitoring, participatory mediation, and mediation by modeling. Confirmatory factor analysis supported a bifactor model of the Digital Parental Mediation Attitudes Scale (DPMAS); the general factor explained shared variance related to parenting style and skills in general, while the mediation factors represented digital-specific attitudes. Construct validity was evidenced in differential associations between mediation factors and parenting efficacy, influence, child age, and parent and child technology use patterns. Impact Summary Prior State of Knowledge: Research exploring the effectiveness of digital parenting strategies (e.g. discursive and restrictive mediation) has not conceptualized or measured these constructs consistently. This limits the extent to which scholars, policy makers, and parents can draw conclusions about the efficacy of digital parental mediation. Novel Contributions: To facilitate a coherent evidence base about digital parenting, the current study developed and validated a quantitative measure of US parents’ attitudes about mediation related to digital and social technologies using structural equation modeling. Practical Implications: The Digital Parenting Mediation Attitude Scale (DPMAS) assess parents’ attitudes across four dimensions (discursive, restrictive/monitoring, participatory, modeling) and can assist in the development and evaluation of interventions to support youth and families in a dynamic and rapidly evolving technological environment.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47510297","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 : 2022-08-31DOI: 10.1080/17482798.2022.2118141
He Gou, G. Perceval
ABSTRACT Many studies have shown a relationship between preschool-aged children’s digital media use and their cognitive and physical development. However, the relationship between preschoolers’ digital media exposure and social-emotional development is under-researched both in and outside of China. The current study explores associations between both the amount and content of digital media, as well as parental mediation and other demographic variables, and Chinese preschoolers’ risk of social-emotional delay. Nine hundred and forty-four parents of preschoolers aged 42 to 72 months completed the Ages and Stages Questionnaire: Social-Emotional II (ASQ: SE II) and a media diary. Results indicate that time spent on digital media is positively associated with preschool-aged children’s risk of social-emotional delay, particularly for children from affluent families. Children were less likely to be at risk with increased restrictive mediation while more likely to be at risk when parental co-use increased. We did not find a relationship between digital content type and social-emotional development, which may due to our focus on the interactive conditions of the content rather than the social-emotional lessons in the content. The present study suggests possible predictors of preschoolers’ social-emotional delay related to digital media usage and parental mediation. IMPACT SUMMARY Prior State of Knowledge: Recent studies have shown associations between inappropriate digital media use and children’s social-emotional problems such as interpersonal skills, emotional understanding, and self-regulation. Novel Contributions: This large scale study is the first to reveal a positive relationship between increased digital media time and preschoolers’ social-emotional delay within a Chinese cultural context, which additionally identifies affluent families as an at-risk population. Practical Implications: These findings provide valuable insights for parents implementing evidence-based parental mediation strategies for children’s digital media use with a consideration toward social-economic status and cultural background. These exploratory findings also inform the direction of future studies investigating such evidence-based strategies.
{"title":"Does digital media use increase risk of social-emotional delay for Chinese preschoolers?","authors":"He Gou, G. Perceval","doi":"10.1080/17482798.2022.2118141","DOIUrl":"https://doi.org/10.1080/17482798.2022.2118141","url":null,"abstract":"ABSTRACT Many studies have shown a relationship between preschool-aged children’s digital media use and their cognitive and physical development. However, the relationship between preschoolers’ digital media exposure and social-emotional development is under-researched both in and outside of China. The current study explores associations between both the amount and content of digital media, as well as parental mediation and other demographic variables, and Chinese preschoolers’ risk of social-emotional delay. Nine hundred and forty-four parents of preschoolers aged 42 to 72 months completed the Ages and Stages Questionnaire: Social-Emotional II (ASQ: SE II) and a media diary. Results indicate that time spent on digital media is positively associated with preschool-aged children’s risk of social-emotional delay, particularly for children from affluent families. Children were less likely to be at risk with increased restrictive mediation while more likely to be at risk when parental co-use increased. We did not find a relationship between digital content type and social-emotional development, which may due to our focus on the interactive conditions of the content rather than the social-emotional lessons in the content. The present study suggests possible predictors of preschoolers’ social-emotional delay related to digital media usage and parental mediation. IMPACT SUMMARY Prior State of Knowledge: Recent studies have shown associations between inappropriate digital media use and children’s social-emotional problems such as interpersonal skills, emotional understanding, and self-regulation. Novel Contributions: This large scale study is the first to reveal a positive relationship between increased digital media time and preschoolers’ social-emotional delay within a Chinese cultural context, which additionally identifies affluent families as an at-risk population. Practical Implications: These findings provide valuable insights for parents implementing evidence-based parental mediation strategies for children’s digital media use with a consideration toward social-economic status and cultural background. These exploratory findings also inform the direction of future studies investigating such evidence-based strategies.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48604966","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 : 2022-06-21DOI: 10.1080/17482798.2022.2088585
J. Van Ouytsel, Debra De Groote
ABSTRACT Despite indications that password sharing is prevalent among early adolescents, limited empirical research has sought to understand why young teenagers share their passwords with others. This exploratory study aims to address this research gap by investigating early adolescents’ perceptions of the motivations and consequences of sharing passwords with friends. In February and March 2020, we conducted nine focus groups with 51 participants (n = 24 boys, 47%; n = 27 girls, 53%). The participants were between 13 and 16 years old (M age = 14.35; SD age = 0.74). The results indicate that password sharing is normative among adolescents. We identified five main motivations for sharing passwords. The results indicate that password sharing can either be a very deliberate behavior or occur rather spontaneously. The respondents perceived impersonation, hacking, and posting insulting content as the main negative outcomes of password sharing. The results of our exploratory study provide stepping stones for future theory-driven research and underscore the need for media literacy research to focus on practical technical skills as well as interpersonal skills to educate early adolescents about unsafe password sharing. IMPACT SUMMARY Prior State of Knowledge: Prior studies show that password sharing with friends is a common behavior among early adolescents. The context, motivations and consequences of password sharing behavior within adolescents’ friendships are poorly understood. Novel Contributions: The results of our study indicated that password sharing can either be a very deliberate behavior or occur rather spontaneously. The respondents perceived impersonation, hacking, and posting insulting content as the main negative outcomes of password sharing. Practical Implications: Educational programs should focus on technical skills for keeping accounts safe after a password has been shared and should discuss the interpersonal aspects of password sharing (e.g. teaching how to tell someone that they no longer want to share a password).
{"title":"Research brief: early adolescents’ perceptions of the motivations and consequences of sharing passwords with friends in Belgium","authors":"J. Van Ouytsel, Debra De Groote","doi":"10.1080/17482798.2022.2088585","DOIUrl":"https://doi.org/10.1080/17482798.2022.2088585","url":null,"abstract":"ABSTRACT Despite indications that password sharing is prevalent among early adolescents, limited empirical research has sought to understand why young teenagers share their passwords with others. This exploratory study aims to address this research gap by investigating early adolescents’ perceptions of the motivations and consequences of sharing passwords with friends. In February and March 2020, we conducted nine focus groups with 51 participants (n = 24 boys, 47%; n = 27 girls, 53%). The participants were between 13 and 16 years old (M age = 14.35; SD age = 0.74). The results indicate that password sharing is normative among adolescents. We identified five main motivations for sharing passwords. The results indicate that password sharing can either be a very deliberate behavior or occur rather spontaneously. The respondents perceived impersonation, hacking, and posting insulting content as the main negative outcomes of password sharing. The results of our exploratory study provide stepping stones for future theory-driven research and underscore the need for media literacy research to focus on practical technical skills as well as interpersonal skills to educate early adolescents about unsafe password sharing. IMPACT SUMMARY Prior State of Knowledge: Prior studies show that password sharing with friends is a common behavior among early adolescents. The context, motivations and consequences of password sharing behavior within adolescents’ friendships are poorly understood. Novel Contributions: The results of our study indicated that password sharing can either be a very deliberate behavior or occur rather spontaneously. The respondents perceived impersonation, hacking, and posting insulting content as the main negative outcomes of password sharing. Practical Implications: Educational programs should focus on technical skills for keeping accounts safe after a password has been shared and should discuss the interpersonal aspects of password sharing (e.g. teaching how to tell someone that they no longer want to share a password).","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47707702","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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