The document examines how parental use of restrictive mediation strategies (e.g. interaction and technical restrictions) impacts their awareness of children and adolescents' experiences with cyberbullying. The study found that parents of elementary school children underestimated their child's involvement in cyber aggression, while parents of high school adolescents overestimated it. Parents of adolescents who did not use restrictive mediation also underestimated the extent to which their child witnessed cyber aggression.
This research assesses the effects of modern media technologies on the parent-child relationship whether positive or negative. Technological solutions are intended for improving the quality of life on the planet by easing day to day tasks. Modern media technologies have pervaded almost every aspect of the human experience today including behavior. This has resulted in both desirable and undesirable impacts on the aspects of life that are affected by these technologies. An apt example of an instance where the use of modern media technologies has impacted profoundly is upon the parent-child relationship. The aim is to highlight possible benefits and detriments which usage of these technologies has had within the household as far as parent-child relationships. This study will be qualitative conducted through analysis of relevant and recent literature due to the dynamic nature of this field of research, participant observation and questionnaires will also be used. The study will also use snowballing to increase the scope of literature used.
The document discusses a research project investigating how children are influenced by media consumed on the Internet. It will examine how easily accessible harmful/sexual content is online and how it may negatively impact children's social/psychological development and increase violent/sexual behaviors. The literature review discusses previous research finding links between media violence exposure and aggression in children, and how the Internet has made filtering content more difficult. The methodology will include textual analysis of online content, auto-ethnography, and interviews.
Does social media create a schism between parents and their adolescent childrenCormac O Connor
This document discusses how social media may create a schism between parents and their adolescent children. It explores how increased social media usage can decrease important family interactions needed for healthy attachment. Excessive social media use by parents can distract them and make them less attuned to their children. However, social media also allows connection with distant family and sharing of family moments. The document examines different perspectives on how social media impacts family communication and relationships.
A Parent and Teacher Training Program for Cyberbullying Detection and Interve...Andy Jeter
This document outlines an action research proposal to address the problem of a lack of awareness among parents and teachers about cyberbullying detection and intervention. The proposal suggests developing training programs to educate stakeholders on the signs of cyberbullying and appropriate response strategies. Effectiveness will be measured by comparing pre- and post-implementation referral data. The goal is for educators and parents to gain knowledge of practices for handling cyberbullying incidents.
Internet Use and Usage of Chinese Teenagers at Home: Understanding Demographi...CITE
http://citers2014.cite.hku.hk/internet-use-and-usage-of-chinese-teenagers-at-home-understanding-demographic-and-parenting-influence/
Author
LAU, Wilfred W.F. (HKU); YUEN, Allan H.K. (HKU)
Abstract
This study investigated the effects of demographics and parenting on Chinese teenagers’ internet use and usage at home. Using a sample of 575 Chinese teenagers, some internet use and usage patterns in relation to individual characteristics and parenting influence were observed. The findings from hierarchical multiple regression analysis revealed that parents still play a dominant role in influencing internet use and usage among the teenagers, as compared with their own influence. Learning-related and leisure-related internet usages were positively related to parental warmth and parental control respectively. Overall, this study provides a snapshot of teenagers’ internet use and usage at home in China today.
This document discusses the issue of cyberbullying among K-12 students and its impact on schools. It provides statistics on student internet and social media use that shows both benefits and risks. While many students use the internet for schoolwork and research, social media sites have enabled new forms of bullying that can damage victims' mental health and reputation. The document outlines types of cyberbullying and how schools are trying to educate students and comply with laws requiring them to address this issue to help prevent cyberbullying and its sometimes tragic consequences.
This document discusses the impact of social media and interactive media on children. It begins with definitions of social media, interactive media, and non-interactive multimedia. It then discusses both the positive and negative impacts on children's physical and mental health, education, social lives, and identity development. Some potential benefits discussed are enhanced learning and social connection, while potential harms include psychological issues, violence exposure, and cyberbullying. The document concludes by providing recommendations for parents and educators to help children safely navigate social media.
Lori Takeuchi and Briana Pressey presented "Zooming in: Studying family engagement with media at large and small scales" at the "Learning With Technology: Different Perspectives From Low-Income Families" panel at the AERA Annual Meeting in April 2014. In this presentation, they shared findings from two complementary studies aimed at understanding how families with young children are using media together. Both studies are part of the Families and Media Project, a multi-institution consortium that is being funded by the Bezos Family and Heising-Simons Foundations.
This research assesses the effects of modern media technologies on the parent-child relationship whether positive or negative. Technological solutions are intended for improving the quality of life on the planet by easing day to day tasks. Modern media technologies have pervaded almost every aspect of the human experience today including behavior. This has resulted in both desirable and undesirable impacts on the aspects of life that are affected by these technologies. An apt example of an instance where the use of modern media technologies has impacted profoundly is upon the parent-child relationship. The aim is to highlight possible benefits and detriments which usage of these technologies has had within the household as far as parent-child relationships. This study will be qualitative conducted through analysis of relevant and recent literature due to the dynamic nature of this field of research, participant observation and questionnaires will also be used. The study will also use snowballing to increase the scope of literature used.
The document discusses a research project investigating how children are influenced by media consumed on the Internet. It will examine how easily accessible harmful/sexual content is online and how it may negatively impact children's social/psychological development and increase violent/sexual behaviors. The literature review discusses previous research finding links between media violence exposure and aggression in children, and how the Internet has made filtering content more difficult. The methodology will include textual analysis of online content, auto-ethnography, and interviews.
Does social media create a schism between parents and their adolescent childrenCormac O Connor
This document discusses how social media may create a schism between parents and their adolescent children. It explores how increased social media usage can decrease important family interactions needed for healthy attachment. Excessive social media use by parents can distract them and make them less attuned to their children. However, social media also allows connection with distant family and sharing of family moments. The document examines different perspectives on how social media impacts family communication and relationships.
A Parent and Teacher Training Program for Cyberbullying Detection and Interve...Andy Jeter
This document outlines an action research proposal to address the problem of a lack of awareness among parents and teachers about cyberbullying detection and intervention. The proposal suggests developing training programs to educate stakeholders on the signs of cyberbullying and appropriate response strategies. Effectiveness will be measured by comparing pre- and post-implementation referral data. The goal is for educators and parents to gain knowledge of practices for handling cyberbullying incidents.
Internet Use and Usage of Chinese Teenagers at Home: Understanding Demographi...CITE
http://citers2014.cite.hku.hk/internet-use-and-usage-of-chinese-teenagers-at-home-understanding-demographic-and-parenting-influence/
Author
LAU, Wilfred W.F. (HKU); YUEN, Allan H.K. (HKU)
Abstract
This study investigated the effects of demographics and parenting on Chinese teenagers’ internet use and usage at home. Using a sample of 575 Chinese teenagers, some internet use and usage patterns in relation to individual characteristics and parenting influence were observed. The findings from hierarchical multiple regression analysis revealed that parents still play a dominant role in influencing internet use and usage among the teenagers, as compared with their own influence. Learning-related and leisure-related internet usages were positively related to parental warmth and parental control respectively. Overall, this study provides a snapshot of teenagers’ internet use and usage at home in China today.
This document discusses the issue of cyberbullying among K-12 students and its impact on schools. It provides statistics on student internet and social media use that shows both benefits and risks. While many students use the internet for schoolwork and research, social media sites have enabled new forms of bullying that can damage victims' mental health and reputation. The document outlines types of cyberbullying and how schools are trying to educate students and comply with laws requiring them to address this issue to help prevent cyberbullying and its sometimes tragic consequences.
This document discusses the impact of social media and interactive media on children. It begins with definitions of social media, interactive media, and non-interactive multimedia. It then discusses both the positive and negative impacts on children's physical and mental health, education, social lives, and identity development. Some potential benefits discussed are enhanced learning and social connection, while potential harms include psychological issues, violence exposure, and cyberbullying. The document concludes by providing recommendations for parents and educators to help children safely navigate social media.
Lori Takeuchi and Briana Pressey presented "Zooming in: Studying family engagement with media at large and small scales" at the "Learning With Technology: Different Perspectives From Low-Income Families" panel at the AERA Annual Meeting in April 2014. In this presentation, they shared findings from two complementary studies aimed at understanding how families with young children are using media together. Both studies are part of the Families and Media Project, a multi-institution consortium that is being funded by the Bezos Family and Heising-Simons Foundations.
Post-Adoption Contact in The Facebook Era. BASPCAN
This document discusses new research on the risks and opportunities of virtual contact (e.g. social media, video calls) between adopted children and their birth families. A survey found that 9% of adoptive parents reported virtual contact was used, and 64% had searched online for birth relatives. Interviews revealed both risks like negative emotional impacts, and benefits like fulfilling identity needs. Factors like family relationships and individual characteristics influenced experiences. Existing knowledge on traditional contact can inform best practices for virtual contact.
This document discusses two conceptual approaches - social compensation and rich-get-richer - that have been proposed to explain adolescent online risk-taking behaviors. It summarizes a study that examined which approach better predicts such behaviors using data from the Pew Internet Foundation. The study found that predictors of risk-taking included a lack of extracurricular activities, especially for boys, and infrequent socializing with friends in person, especially for girls. This supports the social compensation approach, which posits that those with less satisfying offline lives engage in more online risk as compensation. The document provides background on the approaches and outlines the study's methodology using the Pew Internet Foundation survey data to analyze relationships between adolescent characteristics and risk behaviors.
Impacts of social networking site (sns) on growing up adolescent girls a stud...NAAR Journal
Nowadays the internet has gained paramount importance in the education arena. The main objective of the study is to identify the impacts of social networking sites (SNS) on growing up adolescent girls in KCC. To identify the nature of browsing the internet, to find out how social sites help to increase the knowledge level, to know the impact of using a social networking site. The study was conducted through a survey research design. For this study, purposive sampling was used. Samples were collected from the 13 to 18-year girls. The total sample size was 100. The average age of using the internet for the first time of the respondents was 17.71 years old. The study shows that teenagers were positively affected as social media helped in increasing their communication abilities, getting information, developing their technical skills, and how they can effectively use this recent technology.
2012 pip teens kindness_cruelty_sns_report_nov_2011_final_110711Dustianne North
The document summarizes findings from a Pew Research Center study on how American teens navigate social media. Some key findings:
- 88% of teen social media users have witnessed online cruelty. 15% have been targets themselves.
- While most teens (69%) feel peers are mostly kind online, their views are less positive than adults (85%).
- Teens report both positive (78%) and negative (41%) personal outcomes from social media interactions.
The document summarizes findings from the Pew Research Center's survey on teens' use of mobile devices and texting. Some key findings include:
- The median number of texts sent per day by teens has risen from 50 in 2009 to 60 in 2011, with older teens, boys, and black teens showing the largest increases.
- Texting is the dominant mode of daily communication for teens, exceeding phone calls, in-person socializing, and social media use. However, the frequency of voice calls between teens has declined.
- About one in four teens now own a smartphone, with ownership highest among older teens ages 14-17. Smartphone owners are more likely to engage with other mobile technologies like tablets.
Millennials will benefit and suffer from their hyperconnected lives according to experts surveyed. While some believe millennials will be adept decision makers by accessing information online, others expect that constant connectivity will lead to shallow thinking and lack of focus. The document calls for education reform to teach skills like critical thinking, synthesis, and focus to help youth succeed in an online world.
Young people spend more time online than their parents realize, with many checking social media daily from mobile devices. While most believe social media is safe, many youth post personal details without parental knowledge. Over half of youth have faced negative consequences from online behavior. Parents claim to monitor youth online, but fewer youth agree, and many youth know how to hide activities. Parents feel overwhelmed by technology and that youth are more tech-savvy. As a result, many parents are unaware of youth's online behaviors.
The document discusses research into whether the internet makes children smarter today. It describes conducting a survey of 30 parents about their children's internet use. The results show that most parents allow their children to use the internet, which 80% agree helps children perform better educationally and enjoy learning. However, 90% also feel it can make children lazy. Overall, 70% of parents believe the internet is making children smarter today by providing educational resources and interactions online from a young age. The researcher concludes the hypothesis that the internet improves children's intelligence is proven true. Some recommendations include parents spending more time online with children and setting reasonable limits on internet use.
On February 3, 2016, the Joan Ganz Cooney Center and Rutgers University presented Digital Equity: Technology and Learning in the Lives of Lower-Income Families at a forum co-hosted by New America in Washington, D.C.
The event highlighted the release of "Opportunity for All? Technology and Learning in Lower-Income Families" by Victoria Rideout and Vikki S. Katz.
Recent research on digital media use points to two important gaps in educational opportunity for low-income families with young children. First, there is an access gap. Second, there is what scholars refer to as a participation gap, in which digital resources are not well guided or supported to ensure educational progress. Despite these barriers, many low-income families are using media and new technologies in creative ways to support their children’s pathways to success and to strengthen family relationships. In this report, media and policy expert Victoria Rideout and Rutgers University scholar Vikki Katz explore the current uses of digital technologies to help promote educational opportunities for all through a national survey of nearly 1,200 low-income parents of school-age children and in-person interviews with lower-income, Hispanic families in three communities located in Arizona, California, and Colorado.
Find the full report here: http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/
Welcome-to-Facebook-How-Facebook-influences-Parent-child-relationshipHazel Lee Weiyi
The document summarizes a study that examined how the use of Facebook influences the intimacy level in parent-child relationships. 17 parent-child pairs were interviewed separately. The study found that Facebook increased intimacy through mutual trust, reduced intergenerational gaps, equality in the relationship, and less policing by parents. Facebook allows for affectionate communication while reducing awkwardness. It also equalizes relationships by filtering out social status cues, allowing parents and children to interact as equals. Overall, the findings suggest that the Internet and Facebook can provide a positive means of communication between parents and children.
This document examines the impact of social media on adolescent behavioral health in California. It discusses both the benefits and risks of social media use for teens. On the one hand, social media allows teens to connect with friends, explore identity and relationships, and access health information. However, it can also negatively impact mental health and expose teens to cyberbullying, sexting, inappropriate content, and privacy violations. The risks of social media mirror those in the offline world and disproportionately impact vulnerable groups like LGBT youth.
The document summarizes research on cyberbullying among teens. It finds that between 10-33% of youth report being cyberbullied, though most cyberbullying occurs offline at school. While not more common than online harassment, cyberbullying can be highly distressing for the 14% of teens it affects each year. New technologies like cell phones have introduced new platforms for bullying behaviors, but the underlying impulses have not changed. More coordinated research is still needed to fully understand the issue.
Kristen Purcell presented key findings from the Pew Research Center about how teens use technology. She found that most teens now have smartphones, and spend much of their time online via mobile devices. While teens are highly engaged with social media, they also care about privacy and manage their online image. Teachers note that digital tools can both aid learning through research but may also encourage poor writing habits. However, a digital divide remains, as teachers of low-income students have fewer resources and support for technology integration.
This document summarizes a meeting to discuss researching children's rights globally in the digital age. The meeting aims to examine how children's rights to provision, protection, and participation are impacted digitally. It also aims to build understanding of risks and opportunities for children worldwide with internet access. Key challenges discussed include identifying barriers and opportunities for children's rights across perspectives and continents, debating standardized vs. contextual cross-cultural research approaches, and addressing research priorities, training needs, and impact. The meeting brings together researchers from various regions and organizations like UNICEF, the EU, and LSE to advance the research agenda on these issues.
this is a presentation from a communications seminar at Family Christian Church in Ecorse, MI. given on April 4th, 2009. It covers stats from isafe.org on internet use by teens and youth. The presentation gives advice to parents on how to protect their children from internet predators, cyber-bullies, cybercriminals, and online piracy.
This document provides an overview of how children use the internet and tips for parents on guiding them safely. It discusses common internet activities like social media, games, communication and risks like cyberbullying, predators and pornography. It emphasizes that open communication and setting clear expectations are important for internet safety. Parents should be involved in their child's online activities while also trusting their parenting instincts.
The document summarizes a study that examined how youth internet usage characteristics vary based on self-reported depressive symptomatology. The study found that:
1) While frequency of internet use did not significantly vary by depressive symptomatology, youth with major depressive symptomatology were significantly more likely to report intense internet use of 6 or more days per week.
2) Youth with depressive symptomatology indicated they were as comfortable using the internet as other youth and used it as frequently.
3) A third of youth, irrespective of depressive symptomatology, rated themselves as expert internet users. Youth with major symptomatology were slightly more likely to perceive the internet as important.
This document discusses a presentation about how parental expectations, support, and concerns affect children's acquisition of new technological skills. It begins by noting that technology is now a daily part of life and parents must determine how it will impact their children. The presentation then outlines its research questions on parental expectations, support for children's technology use, and parental concerns. It proposes using Epstein's framework on parental involvement and will employ a mixed-methods approach including a parent survey and focus group.
The document summarizes research from the Pew Internet & American Life Project on teen internet usage and content creation. It finds that 97% of teens from households earning $75,000 or more use the internet, while internet usage is lower in lower-income households. It also finds that content creation is more common among older teens and girls. Most writing teens do for school involves taking notes, while writing for fun includes sending emails and using social networks.
This document provides a summary of Kristen Purcell's presentation on teens and technology in 2012. Some key points:
- Teen internet and cell phone use remains high but has leveled off in recent years while increasing for older age groups. Fewer teens talk daily on cell phones but texting volume has increased.
- Most teens access the internet on a desktop/laptop rather than a cell phone. Location-based services are used by only 6% of teens overall.
- Differences exist among teen subgroups - older teens, those from higher income households, and Hispanic teens have higher rates of cell phone ownership and use.
Running Head ANNOTATED BIBLIOGRAPHYAnnotated Biblio.docxSUBHI7
Running Head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Should social media access be limited or prevented for young children.
O'Keffe, G. e. (2011). The Impact of Social Media on Children, Adolescents, and Families.
Excessive computer use is keep able of affecting children's social growth. At the age of around seven years, the interaction of a child with family, school, friends, community and media all play a central role in the growth of interpersonal skills and social competence of the child. Computers are now part of that stage of development and alarms have been sounded that children who have too much access to computers create electronic friendships and might be mired in building interpersonal skills. To reduce the high risk of obesity, and other harmful effects of prolonged media exposure, the American Academy of Pediatrics has always advised parents to reduce the time spent children spend on video games, computers and other media to not more than one to two hours a day, and to encourage them to explore different activities like sports, cycling or imaginative play.
David D. Luxton, P. a. (2012). Social Media and Suicide: A Public Health Perspective.
Social media may also pose a threat to vulnerable people through the formation and influence of extreme online groups that promote and provide support for beliefs and behaviors normally unacceptable by most society for example anorexia, suicide, and intentional body harm. Users that support eating disorder or sites that support suicide can find support and acceptance that they have not found through other means. These online groups may provide support; they pose a risk to the public by encouraging weak individuals to harm themselves.
There is evidence that social media can influence suicide behavior. The Internet removes geographic barriers to communication between people, the creation of pro-suicide social media sites creates a new risk to vulnerable people who might not have been exposed to these imminent hazards.
The developing data regarding the influence of the Internet and social media on suicide behavior have states that these forms of technology may introduce different threats to the public including new opportunities for assistance and prevention. Since social media are generally created and organized by end users, the available chance for monitoring and prevention can be drawn-out to all users. To facilitate this user-driven approach to shadowing and prevention, all social media sites could embrace the simple using methods which allow users to raise the alarm in case of mischievous Web sites.
Dinleyici, M. e. (n.d.). Media Use by Children, and Parents’ Views on Children's Media Usage. Journal of medical research.
The author states that majority of parents are aware that 13 years is the least age for most social media sites, but they do not understand the reason. However, 13 years is the minimum age set out by legislations in various states and most online si ...
Unit III Research ProposalFollow the directions below for the co.docxmarilucorr
Unit III Research Proposal
Follow the directions below for the completion of the Research Proposal assignment for Unit III. If you have questions, please email your professor for assistance.
Purpose: The purpose of the research proposal is to help you to understand your project, to gain direction and feedback on your project, and to establish a blueprint for your project.
Description: In this assignment, you will create a research proposal consisting of three sections:
Section 1: What is the topic? (100-150 words)
Section 2: What is the controversy? Include paragraphs that detail both sides of the controversy. (300-400 words)
Section 3: Your tentative thesis statement (one to two sentences)
Click here to access the research proposal example.
My tentative argumentative thesis statement is, social media access should be limited or prevented for young children. Giving internet access freely to young children without adult supervision/consent can put themselves and family at risk of internet stalkers, child predators, cyber bullying, and identity theft. As stated, “Parental monitoring of children’s media influences children’s sleeping habits, school routine, social and aggressive behaviors, and that these impacts are reconciled through the amount of time spent watching and contact with media violence. Parental monitoring of media has defensive impact on a wide variety of academic, social, and physical child habits.” Doing my research, I learned that a lot of parents give internet access freely to their child and don’t think about the effects it will have on their developmental skills and health.
Running Head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Should social media access be limited or prevented for young children.
O'Keffe, G. e. (2011). The Impact of Social Media on Children, Adolescents, and Families.
Excessive computer use is keep able of affecting children's social growth. At the age of around seven years, the interaction of a child with family, school, friends, community and media all play a central role in the growth of interpersonal skills and social competence of the child. Computers are now part of that stage of development and alarms have been sounded that children who have too much access to computers create electronic friendships and might be mired in building interpersonal skills. To reduce the high risk of obesity, and other harmful effects of prolonged media exposure, the American Academy of Pediatrics has always advised parents to reduce the time spent children spend on video games, computers and other media to not more than one to two hours a day, and to encourage them to explore different activities like sports, cycling or imaginative play.
David D. Luxton, P. a. (2012). Social Media and Suicide: A Public Health Perspective.
Social media may also pose a threat to vulnerable people through the formation and influence of extreme online groups that promote and provide support for beliefs and behavi ...
Post-Adoption Contact in The Facebook Era. BASPCAN
This document discusses new research on the risks and opportunities of virtual contact (e.g. social media, video calls) between adopted children and their birth families. A survey found that 9% of adoptive parents reported virtual contact was used, and 64% had searched online for birth relatives. Interviews revealed both risks like negative emotional impacts, and benefits like fulfilling identity needs. Factors like family relationships and individual characteristics influenced experiences. Existing knowledge on traditional contact can inform best practices for virtual contact.
This document discusses two conceptual approaches - social compensation and rich-get-richer - that have been proposed to explain adolescent online risk-taking behaviors. It summarizes a study that examined which approach better predicts such behaviors using data from the Pew Internet Foundation. The study found that predictors of risk-taking included a lack of extracurricular activities, especially for boys, and infrequent socializing with friends in person, especially for girls. This supports the social compensation approach, which posits that those with less satisfying offline lives engage in more online risk as compensation. The document provides background on the approaches and outlines the study's methodology using the Pew Internet Foundation survey data to analyze relationships between adolescent characteristics and risk behaviors.
Impacts of social networking site (sns) on growing up adolescent girls a stud...NAAR Journal
Nowadays the internet has gained paramount importance in the education arena. The main objective of the study is to identify the impacts of social networking sites (SNS) on growing up adolescent girls in KCC. To identify the nature of browsing the internet, to find out how social sites help to increase the knowledge level, to know the impact of using a social networking site. The study was conducted through a survey research design. For this study, purposive sampling was used. Samples were collected from the 13 to 18-year girls. The total sample size was 100. The average age of using the internet for the first time of the respondents was 17.71 years old. The study shows that teenagers were positively affected as social media helped in increasing their communication abilities, getting information, developing their technical skills, and how they can effectively use this recent technology.
2012 pip teens kindness_cruelty_sns_report_nov_2011_final_110711Dustianne North
The document summarizes findings from a Pew Research Center study on how American teens navigate social media. Some key findings:
- 88% of teen social media users have witnessed online cruelty. 15% have been targets themselves.
- While most teens (69%) feel peers are mostly kind online, their views are less positive than adults (85%).
- Teens report both positive (78%) and negative (41%) personal outcomes from social media interactions.
The document summarizes findings from the Pew Research Center's survey on teens' use of mobile devices and texting. Some key findings include:
- The median number of texts sent per day by teens has risen from 50 in 2009 to 60 in 2011, with older teens, boys, and black teens showing the largest increases.
- Texting is the dominant mode of daily communication for teens, exceeding phone calls, in-person socializing, and social media use. However, the frequency of voice calls between teens has declined.
- About one in four teens now own a smartphone, with ownership highest among older teens ages 14-17. Smartphone owners are more likely to engage with other mobile technologies like tablets.
Millennials will benefit and suffer from their hyperconnected lives according to experts surveyed. While some believe millennials will be adept decision makers by accessing information online, others expect that constant connectivity will lead to shallow thinking and lack of focus. The document calls for education reform to teach skills like critical thinking, synthesis, and focus to help youth succeed in an online world.
Young people spend more time online than their parents realize, with many checking social media daily from mobile devices. While most believe social media is safe, many youth post personal details without parental knowledge. Over half of youth have faced negative consequences from online behavior. Parents claim to monitor youth online, but fewer youth agree, and many youth know how to hide activities. Parents feel overwhelmed by technology and that youth are more tech-savvy. As a result, many parents are unaware of youth's online behaviors.
The document discusses research into whether the internet makes children smarter today. It describes conducting a survey of 30 parents about their children's internet use. The results show that most parents allow their children to use the internet, which 80% agree helps children perform better educationally and enjoy learning. However, 90% also feel it can make children lazy. Overall, 70% of parents believe the internet is making children smarter today by providing educational resources and interactions online from a young age. The researcher concludes the hypothesis that the internet improves children's intelligence is proven true. Some recommendations include parents spending more time online with children and setting reasonable limits on internet use.
On February 3, 2016, the Joan Ganz Cooney Center and Rutgers University presented Digital Equity: Technology and Learning in the Lives of Lower-Income Families at a forum co-hosted by New America in Washington, D.C.
The event highlighted the release of "Opportunity for All? Technology and Learning in Lower-Income Families" by Victoria Rideout and Vikki S. Katz.
Recent research on digital media use points to two important gaps in educational opportunity for low-income families with young children. First, there is an access gap. Second, there is what scholars refer to as a participation gap, in which digital resources are not well guided or supported to ensure educational progress. Despite these barriers, many low-income families are using media and new technologies in creative ways to support their children’s pathways to success and to strengthen family relationships. In this report, media and policy expert Victoria Rideout and Rutgers University scholar Vikki Katz explore the current uses of digital technologies to help promote educational opportunities for all through a national survey of nearly 1,200 low-income parents of school-age children and in-person interviews with lower-income, Hispanic families in three communities located in Arizona, California, and Colorado.
Find the full report here: http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/
Welcome-to-Facebook-How-Facebook-influences-Parent-child-relationshipHazel Lee Weiyi
The document summarizes a study that examined how the use of Facebook influences the intimacy level in parent-child relationships. 17 parent-child pairs were interviewed separately. The study found that Facebook increased intimacy through mutual trust, reduced intergenerational gaps, equality in the relationship, and less policing by parents. Facebook allows for affectionate communication while reducing awkwardness. It also equalizes relationships by filtering out social status cues, allowing parents and children to interact as equals. Overall, the findings suggest that the Internet and Facebook can provide a positive means of communication between parents and children.
This document examines the impact of social media on adolescent behavioral health in California. It discusses both the benefits and risks of social media use for teens. On the one hand, social media allows teens to connect with friends, explore identity and relationships, and access health information. However, it can also negatively impact mental health and expose teens to cyberbullying, sexting, inappropriate content, and privacy violations. The risks of social media mirror those in the offline world and disproportionately impact vulnerable groups like LGBT youth.
The document summarizes research on cyberbullying among teens. It finds that between 10-33% of youth report being cyberbullied, though most cyberbullying occurs offline at school. While not more common than online harassment, cyberbullying can be highly distressing for the 14% of teens it affects each year. New technologies like cell phones have introduced new platforms for bullying behaviors, but the underlying impulses have not changed. More coordinated research is still needed to fully understand the issue.
Kristen Purcell presented key findings from the Pew Research Center about how teens use technology. She found that most teens now have smartphones, and spend much of their time online via mobile devices. While teens are highly engaged with social media, they also care about privacy and manage their online image. Teachers note that digital tools can both aid learning through research but may also encourage poor writing habits. However, a digital divide remains, as teachers of low-income students have fewer resources and support for technology integration.
This document summarizes a meeting to discuss researching children's rights globally in the digital age. The meeting aims to examine how children's rights to provision, protection, and participation are impacted digitally. It also aims to build understanding of risks and opportunities for children worldwide with internet access. Key challenges discussed include identifying barriers and opportunities for children's rights across perspectives and continents, debating standardized vs. contextual cross-cultural research approaches, and addressing research priorities, training needs, and impact. The meeting brings together researchers from various regions and organizations like UNICEF, the EU, and LSE to advance the research agenda on these issues.
this is a presentation from a communications seminar at Family Christian Church in Ecorse, MI. given on April 4th, 2009. It covers stats from isafe.org on internet use by teens and youth. The presentation gives advice to parents on how to protect their children from internet predators, cyber-bullies, cybercriminals, and online piracy.
This document provides an overview of how children use the internet and tips for parents on guiding them safely. It discusses common internet activities like social media, games, communication and risks like cyberbullying, predators and pornography. It emphasizes that open communication and setting clear expectations are important for internet safety. Parents should be involved in their child's online activities while also trusting their parenting instincts.
The document summarizes a study that examined how youth internet usage characteristics vary based on self-reported depressive symptomatology. The study found that:
1) While frequency of internet use did not significantly vary by depressive symptomatology, youth with major depressive symptomatology were significantly more likely to report intense internet use of 6 or more days per week.
2) Youth with depressive symptomatology indicated they were as comfortable using the internet as other youth and used it as frequently.
3) A third of youth, irrespective of depressive symptomatology, rated themselves as expert internet users. Youth with major symptomatology were slightly more likely to perceive the internet as important.
This document discusses a presentation about how parental expectations, support, and concerns affect children's acquisition of new technological skills. It begins by noting that technology is now a daily part of life and parents must determine how it will impact their children. The presentation then outlines its research questions on parental expectations, support for children's technology use, and parental concerns. It proposes using Epstein's framework on parental involvement and will employ a mixed-methods approach including a parent survey and focus group.
The document summarizes research from the Pew Internet & American Life Project on teen internet usage and content creation. It finds that 97% of teens from households earning $75,000 or more use the internet, while internet usage is lower in lower-income households. It also finds that content creation is more common among older teens and girls. Most writing teens do for school involves taking notes, while writing for fun includes sending emails and using social networks.
This document provides a summary of Kristen Purcell's presentation on teens and technology in 2012. Some key points:
- Teen internet and cell phone use remains high but has leveled off in recent years while increasing for older age groups. Fewer teens talk daily on cell phones but texting volume has increased.
- Most teens access the internet on a desktop/laptop rather than a cell phone. Location-based services are used by only 6% of teens overall.
- Differences exist among teen subgroups - older teens, those from higher income households, and Hispanic teens have higher rates of cell phone ownership and use.
Running Head ANNOTATED BIBLIOGRAPHYAnnotated Biblio.docxSUBHI7
Running Head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Should social media access be limited or prevented for young children.
O'Keffe, G. e. (2011). The Impact of Social Media on Children, Adolescents, and Families.
Excessive computer use is keep able of affecting children's social growth. At the age of around seven years, the interaction of a child with family, school, friends, community and media all play a central role in the growth of interpersonal skills and social competence of the child. Computers are now part of that stage of development and alarms have been sounded that children who have too much access to computers create electronic friendships and might be mired in building interpersonal skills. To reduce the high risk of obesity, and other harmful effects of prolonged media exposure, the American Academy of Pediatrics has always advised parents to reduce the time spent children spend on video games, computers and other media to not more than one to two hours a day, and to encourage them to explore different activities like sports, cycling or imaginative play.
David D. Luxton, P. a. (2012). Social Media and Suicide: A Public Health Perspective.
Social media may also pose a threat to vulnerable people through the formation and influence of extreme online groups that promote and provide support for beliefs and behaviors normally unacceptable by most society for example anorexia, suicide, and intentional body harm. Users that support eating disorder or sites that support suicide can find support and acceptance that they have not found through other means. These online groups may provide support; they pose a risk to the public by encouraging weak individuals to harm themselves.
There is evidence that social media can influence suicide behavior. The Internet removes geographic barriers to communication between people, the creation of pro-suicide social media sites creates a new risk to vulnerable people who might not have been exposed to these imminent hazards.
The developing data regarding the influence of the Internet and social media on suicide behavior have states that these forms of technology may introduce different threats to the public including new opportunities for assistance and prevention. Since social media are generally created and organized by end users, the available chance for monitoring and prevention can be drawn-out to all users. To facilitate this user-driven approach to shadowing and prevention, all social media sites could embrace the simple using methods which allow users to raise the alarm in case of mischievous Web sites.
Dinleyici, M. e. (n.d.). Media Use by Children, and Parents’ Views on Children's Media Usage. Journal of medical research.
The author states that majority of parents are aware that 13 years is the least age for most social media sites, but they do not understand the reason. However, 13 years is the minimum age set out by legislations in various states and most online si ...
Unit III Research ProposalFollow the directions below for the co.docxmarilucorr
Unit III Research Proposal
Follow the directions below for the completion of the Research Proposal assignment for Unit III. If you have questions, please email your professor for assistance.
Purpose: The purpose of the research proposal is to help you to understand your project, to gain direction and feedback on your project, and to establish a blueprint for your project.
Description: In this assignment, you will create a research proposal consisting of three sections:
Section 1: What is the topic? (100-150 words)
Section 2: What is the controversy? Include paragraphs that detail both sides of the controversy. (300-400 words)
Section 3: Your tentative thesis statement (one to two sentences)
Click here to access the research proposal example.
My tentative argumentative thesis statement is, social media access should be limited or prevented for young children. Giving internet access freely to young children without adult supervision/consent can put themselves and family at risk of internet stalkers, child predators, cyber bullying, and identity theft. As stated, “Parental monitoring of children’s media influences children’s sleeping habits, school routine, social and aggressive behaviors, and that these impacts are reconciled through the amount of time spent watching and contact with media violence. Parental monitoring of media has defensive impact on a wide variety of academic, social, and physical child habits.” Doing my research, I learned that a lot of parents give internet access freely to their child and don’t think about the effects it will have on their developmental skills and health.
Running Head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Should social media access be limited or prevented for young children.
O'Keffe, G. e. (2011). The Impact of Social Media on Children, Adolescents, and Families.
Excessive computer use is keep able of affecting children's social growth. At the age of around seven years, the interaction of a child with family, school, friends, community and media all play a central role in the growth of interpersonal skills and social competence of the child. Computers are now part of that stage of development and alarms have been sounded that children who have too much access to computers create electronic friendships and might be mired in building interpersonal skills. To reduce the high risk of obesity, and other harmful effects of prolonged media exposure, the American Academy of Pediatrics has always advised parents to reduce the time spent children spend on video games, computers and other media to not more than one to two hours a day, and to encourage them to explore different activities like sports, cycling or imaginative play.
David D. Luxton, P. a. (2012). Social Media and Suicide: A Public Health Perspective.
Social media may also pose a threat to vulnerable people through the formation and influence of extreme online groups that promote and provide support for beliefs and behavi ...
This document discusses the dangers that children face from unsupervised internet use, such as cyberbullying, inappropriate content, and online scams. It provides statistics on cyberbullying in the US, such as 9% of students experiencing cyberbullying. The document also compares two articles on how parents can prevent cyberbullying and provides tips for helping children experiencing cyberbullying by noticing changes, talking to them, documenting incidents, and reporting issues to schools or authorities.
The document summarizes perspectives from teachers and students in Cambodia on internet safety. While both groups proposed solutions like awareness campaigns, teachers saw the internet more negatively and focused on restricting access. Students demonstrated a deeper understanding of online risks and proposed more nuanced solutions, such as educating peers on safe internet use and reporting dangerous content to protect other children. Overall, the document shows a generational divide between teachers and students in their views of internet risks and appropriate responses.
This document summarizes a study that investigated parents' attitudes towards digital technology use in early childhood education in Croatia. A survey of 152 parents at a public kindergarten found that while parents are well equipped with digital devices at home, they feel anxious about allowing young children to use technology. The survey aimed to understand what children do with technology at home and whether parents are aware. The document also reviews literature on both the benefits and risks of early digital technology use, finding the research remains divided. It concludes that developmentally appropriate technology integration that meets children's needs can enhance learning if based on child development principles.
1) The study examined risk factors for internet addiction among 326 African American university students, including depression, resilience, gender, age, and more.
2) It found depression and being a freshman were significant predictors of internet addiction. Higher levels of depression were positively associated with internet addiction, while higher resilience was negatively associated.
3) The study aimed to determine if resilience mediated the link between depression and internet addiction. Understanding this could help design interventions to reduce internet addiction by improving resilience for African American college students.
636d140fda5a95f9aa4bb3bf_MAKING SENSE OF AGE ASSURANCE FULL REPORT - FOSI 202...Fajar Baskoro
This document summarizes the key findings of a research report on age assurance conducted across the US, UK, and France. The research included surveys of 1,000 parents and children in each country.
The research found that parents are highly engaged in managing their children's digital lives but feel overwhelmed by the task. While parents see themselves as primarily responsible for online safety, most want more involvement from technology companies and governments. Children also want more input in rules about their technology use.
Age assurance is seen more as restricting content than ensuring safety. No single age assurance method is preferred. Methods that verify age with ID are seen as most effective but also most invasive. Biometric methods show promise if privacy concerns are addressed. Overall
Should Children Be Allowed to Use Phones and Social MediaWha.docxedgar6wallace88877
Should Children Be Allowed to Use Phones and Social Media?
What happens when a dry sponge meets water? It will absorb as much water as possible. Sometimes, one could compare children with a sponge because of their tendency to imitate the behavior of people around them or get information from the internet and incorporate what they see into their lives. Due to the rapid development of the technological age, information on social media and the internet is diverse. Over the years, there has been a significant increase in the number of children using mobile phones and social media. The data given by Jacqueline Howard in the article “What's the Age When Kids Start Social Media?” reflects the large number of children who own mobile phones and use social media: The report showed that approximately 56% of the children had their own social media accounts, based on the parents’ survey responses. Among those children, the parents reported that the average age when initially signing up for the account was 12.6 years” (Howard). Considering these facts, parents have a reason to start worrying about their children's use of technology and social media. The topic of whether or not children should use mobile phones and social media has not only attracted the attention of many parents and experts, but also generated diverse opinions. On the one hand, proponents believe that children need to use social media to enable them learn basic social and technical skills, to make friends with people around the world more easily, and to learn from their peers online. On the other hand, opponents believe that it would have a bad effect on children's mental health. In some instances, cases such as cyber bullying could occur in children may not know how to respond to such issues. In extreme cases, increase use of phones and social could affect some children to an extent that they find it challenging to communicate well in real life. While there are a number of pros and cons associated with using mobile phones and social media, parental guidance is an appropriate strategy to address the cons.
Those who agree that children can use mobile phones and social media defend their position on the basis that children can easily understand the latest technology and learn basic social skills. In addition, the internet can broaden their horizons, help the children know current affairs, and provide them with an opportunity to obtain all sorts of newest knowledge and information. In later life, these children can engage in individual research. Using the Internet, children also get a chance to enrich their minds and acquire knowledge that schoolteachers are not in a position to offer. In addition, they can use social media to communicate with others. Some children lack confidence and dare not talk and communicate with the outside world. With the availability of the internet, these kids could easily overcome this psychological barrier and eventually broaden their horizon in the process of t.
Running head: FINAL PAPER 1
FINAL PAPER 11
Final Paper
Laura Dunkerson
South University Online
8/24/13
Cyber Bullying
Cyber bullying do your sources use one word or two for this term? Take another look. is one of the current social problems that have flourished with the advancement in technology because many people have access to technology today repetitive of “current”. The technology has gone to both good and bad hands. In bad hands, technology has been used to orchestrate various criminal activities. Among the criminal activities facilitated by the technology is cyber bullying. Various studies have been conducted on cyber bullying. This paper highlights some of the arguments in these studies. Despite being an activity that came with the advancement in technology, cyber bullying has rapidly spread in the society and can now affect anybody wherever he or she is if he or she is accessible to the internet. Thesis? What will the essay argue?
A research V conducted by a Harford County Examiner revealed that half the population of teenagers is word form victims of cyber bullying and only 10% of the victims take a step to report the matter to their parents. Among the cyber bullying incidents, less than 20% of the incidents get reported to the law enforcement agencies. Approximately 20% of teenagers have photos of them taken while in embarrassing situations. It further revealed that girls are V often involved in cyber bullying than boys. The study therefore indicates that cyber bullying is V common in teenagers than any other age group. It further shows how parents distance themselves towards monitoring what their teenage children do on the internet how does it show that? The evidence about from the source don’t show that. Therefore, it can be concluded that inadequate parental consent is a major contributor to the high trends of cyber bullying (Thaxter, 2010). The information in this paragraph doesn’t support this conclusion.
In regard to this, Thaxter (2010) researched and wrote a journal article titled “Cyber bullying: Challenges and strategies faced by juvenile police officers.” In this article, the author claims that juvenile police officers are expected by the government to ensure the full enforcement of laws and regulations related to cyber bullying in a school classroom setting. This makes the officers to be outstanding educational reserve this sentence doesn’t make sense. This move what move? by the police officers is centered towards the consequences of cyber bullying on the victims and also impacts that the school cyber bullying has on the behavior on the environment and ambiance at the school. A vital technique to link the differing levels of involvement in bullying is by calling attention to all stu ...
Cyberbullying-Identification-Prevention-Response.pdf
1
Cyberbullying:
Identification,
Prevention,
& Response
Sameer Hinduja, Ph.D.
Justin W. Patchin, Ph.D.
Cyberbullying Research Center
October 2014
2
ids have been bullying each other for gener-
ations. The latest generation, however, has
been able to utilize technology to expand
their reach and the extent of their harm. This phe-
nomenon is being called cyberbullying, defined as:
“willful and repeated harm inflicted through the use
of computers, cell phones, and other electronic de-
vices.” Basically, we are referring to incidents where
adolescents use technology to harass, threaten, hu-
miliate, or otherwise hassle their peers. For exam-
ple, youth can send hurtful text messages to others
or spread rumors using smartphones or tablets.
Teens have also created web pages, videos, and
profiles on social media platforms making fun of
others. With mobile devices, adolescents have tak-
en pictures in a bedroom, a bathroom, or another
location where privacy is expected, and posted or
distributed them online. Others have recorded un-
authorized videos of other kids and uploaded them
for the world to see, rate, tag, and discuss. Still oth-
ers are embracing anonymous apps or chat func-
tionality on gaming networks to tear down or hu-
miliate others.
What are some negative effects that cyber-
bullying can have on a person?
There are many detrimental outcomes associated
with cyberbullying that reach into the real world.
First, many targets report feeling depressed, sad,
angry, and frustrated. As one teenager stated: “It
makes me hurt both physically and mentally. It
scares me and takes away all my confidence. It
makes me feel sick and worthless.” Those who are
victimized by cyberbullying also reveal that they are
often afraid or embarrassed to go to school. In ad-
dition, research has revealed a link between cyber-
bullying and low self-esteem, family problems, aca-
demic difficulties, school violence, and various de-
linquent behaviors. Finally, cyberbullied youth also
report having suicidal thoughts, and there have
been a number of examples in the United States
and abroad where youth who were victimized end-
ed up taking their own lives.
Where does cyberbullying commonly occur?
Cyberbullying occurs across a variety of venues and
mediums in cyberspace, and it shouldn’t come as a
surprise that it occurs most often where teenagers
congregate. Initially, many kids hung out in chat
rooms, and as a result that is where most harass-
ment took place. In recent years, most youth are
have been drawn to social media (such as Insta-
gram, Snapchat, and Twitter) and video-sharing
sites (such as YouTube). This trend has led to in-
creased reports of cyberbullying occurring in those
environments. Voice chat, textual chat, and texting
via phones or tablets also can provide an environ-
ment in whi.
Managing Screen Time - The Student's PerspectiveSecurly
The opportunities and perils of giving students access to devices like Chromebooks and iPads are well documented. Until now, however, conversations around topics such as screen time, web filtering, cyberbullying, and privacy have been dominated by adults. Very little is known about how today’s youth, the “1:1 generation”, are coping with an unprecedented use of technology in school and at home. We surveyed over 400 students to get their thoughts. Some of the results may surprise you.
The adolescent stage is a period of turmoil marked with enormous vibrancy, discovery, innovation and hope and also the time when many of them initiate sexual relationships and involvement. This can be a challenging time for young people who are becoming aware of their sexual and reproductive rights and needs, and who rely on their families, peers, schools, media and health service providers for affirmation, advice, information and the skills to navigate is sometimes a difficult transition to adulthood. The subject on sex has been surrounded by mystery and beclouded by dark silence as neither parents nor teachers are ready to discuss it with teenagers despite unplanned pregnancies, dropping out of school by students, Sexually Transmitted Infections among teenagers. The study investigated influence of teen contraceptive use) on academic achievement among public secondary school students in Bungoma South Sub-County, Kenya. The study adopted Albert Bandura’s Social Cognitive Theory postulated in 1986. A descriptive research design was used with target population of 3774 Form 3 students. A sample of 400 students was selected using, Miller, L.R. & Brewer, J.D. (2003) mathematical formula and stratified randomly from 52 schools and conveniently selected equally between boys and girls. Data was collected using structured interview schedule and questionnaire and analyzed descriptively. Results highlights most students were aware about contraceptive use with females slightly more than males and media was the major source of information on contraceptive use while parents/guardians had no significant contribution since teenagers rarely receive their first information on sexual matters from their parents. More than half of the sexually active students used contraceptives though it still interfered with their academic performance. This paper points at sex education curriculum in schools, setting up reproductive health institutions for the youth and distribution of contraceptives among teenagers which has a bearing on students’ performance.
This document discusses how different generations use social media to communicate within families. Younger generations, like Millennials, frequently use online tools like Facebook, Skype, and MSN to stay connected to older family members from different locations. Studies show that older generations, like Baby Boomers and Gen X, have also embraced social media as a way to connect with youth family members. While social media allows asynchronous communication across distances, some intergenerational tensions can arise from differences in how older and younger family members use and interact through these platforms. The document examines topics like parental mediation of children's online activities and privacy concerns across generations on social media.
The Relative Importance of Paternal and Maternal Involvement as Predictors of...CITE
http://citers2014.cite.hku.hk/the-relative-importance-of-paternal-and-maternal-involvement-as-predictors-of-adolescents-home-internet-use-and-usage/
Author
LAU, Wilfred W.F. (HKU); YUEN, Allan H.K. (HKU)
Abstract
This study examined three parenting variables (parental education, parental ICT literacy, and parenting style) predicting adolescents’ home internet use and usage using relative importance analysis. Design. Participants were 807 Secondary 1 (Grade 7) students who completed independent paper-based surveys in Hong Kong. Results. Irrespective of adolescent gender, maternal education, parental monitoring style, and parental worry style were the three most important predictors for learning-related internet usage. Male adolescents were highly influenced by maternal education and paternal parenting style whereas female adolescents were highly influenced by maternal parenting style and paternal education. For leisure-related internet usage, the three most important predictors were maternal permission style, paternal permission style, and paternal monitoring style. Maternal permission style and paternal permission style showed the highest importance for male adolescents. Maternal permission style, paternal ICT literacy, paternal monitoring style, and maternal worry style were the most important predictors for female adolescents. Conclusions. We discerned some generic parenting patterns and some specific parenting patterns with respect to adolescent gender. Mothers are relatively more important in the supervision of adolescents’ internet use and usage at home than are fathers.
4The Internet and Social Safety among Elementary KidsInte.docxjoyjonna282
4
The Internet and Social Safety among Elementary Kids
Internet and social media usage become inevitable and beneficial for children in every aspects of life. Children have subsequently been exposed, entertained, educated as well as socialized by the internet. As the world becomes more digitalized, more researches are done in order to determine whether or not the internet is beneficial for children. Even though many researches that are conducted on the effectiveness of internet and social media usage have shown that there are more advantages, there are still considerable negative sides. In this essay, I will attract attention to increased utilization of the internet and social media among the kids can groom them if the harmful sides of the internet usage be avoided. (Short intro please add some more)
With increased internet usage, particularly new discoveries of more educative websites that are rated children-friendly, internet become an educational tool. Children are able to ensure the knowledge necessary for expansive learning. Internet presents avenues for visual learning as young children are attracted to diagrams, images as well as photos that are academically designed to empower and enhance learning. This has presented the children with an opportunity to gain valuable knowledge as they learn and develop ability to navigate and do research work at early stages (Resources in Education 76). The result of this is reflected in the academic ability of the children as they grow based on the increased capability to understand search engines needed for particular data retrievals. Such children further develop interest and become good researchers in the future as they undergo the education ladder. They become brighter as they explore the massive relevant information from the peer-reviewed articles as well as books.
Internet is a great tool for children to learn more not only for academic success, but also for self-improvement. Many educative websites allows kids to get help for their schoolwork. One example would be Mathway, a websites that solves math problems and explain the answers. Grammarly is another website that helps students to fix their grammatical errors. Internet also helps students to improve themselves in many different ways. There are many tutorial videos on YouTube that can teach kids many different skills.
Internet is an important instrument for children to gather new information. It is also positive for the foreign students as internet has enabled them to use Google Translations to understand English. Children have also benefited from diverse knowledge and skills available on the internet sources besides being positively enlightened through games played, which has led to generation and incubation of relevant ideas (Dixon, Brian, and Julie 122). Children have found it easy to navigate the personal computers and to obtain necessary project information necessary for their class works.
Digitalized education allows teachers to eas ...
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISMAJHSSR Journal
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
KEYWORDS:Huzhou; Travel; Development
UR BHatti Academy dedicated to providing the finest IT courses training in the world. Under the guidance of experienced trainer Usman Rasheed Bhatti, we have established ourselves as a professional online training firm offering unparalleled courses in Pakistan. Our academy is a trailblazer in Dijkot, being the first institute to officially provide training to all students at their preferred schedules, led by real-world industry professionals and Google certified staff.
1. Caivano, O., Leduc, K., & Talwar, V. (2020). When you think you know: The effectiveness of restrictive mediation on
parental awareness of cyberbullying experiences among children and adolescents. Cyberpsychology: Journal of
Psychosocial Research on Cyberspace, 14(1), Article 2. https://doi.org/10.5817/CP2020-1-2
When you Think you Know: The Effectiveness of Restrictive Mediation
on Parental Awareness of Cyberbullying Experiences Among Children
and Adolescents
Oksana Caivano, Karissa Leduc, & Victoria Talwar
McGill University, Montreal, Quebec, Canada
Abstract
The current study examined parental awareness of their child’s cyberbullying experiences in relation to the
implementation of restrictive mediation strategies (e.g., interaction and technical restrictions) among children in
elementary school and adolescents in high school. Canadian parent-child dyads (N = 102) completed a survey where
parents reported their perceptions of their child or adolescent’s involvement in cyber aggression, cyber victimization,
and witnessing cyber aggression, while children and adolescents (ages 8–16) reported their own experiences. Mean
difference scores were calculated to examine parental awareness. The results showed that parents of children in
elementary school underestimated their participation in cyber aggression, whereas parents of adolescents in high
school overestimated their participation in cyber aggression. In addition, parents of adolescents who did not use
restrictive mediation underestimated the extent to which their adolescent witnessed cyber aggression. Overall, this
study highlights the importance of parenting practices and parental knowledge of negative online behaviour across
childhood and adolescence.
Keywords: Parental awareness; parental mediation; restrictive mediation; cyberbullying; victimization; bystander
Introduction
Research has shown that parents often underestimate their child’s experience as a perpetrator or victim of cyberbullying
(e.g., Byrne et al., 2014; Livingstone & Bober, 2004). In hopes of reducing negative online behaviour, some parents have
begun setting online rules for their child (Monks et al., 2016). Unfortunately, parents who are unfamiliar with technology
often have difficulty monitoring their child’s behaviour online, as they struggle and lack confidence when using digital
media (Wang et al., 2005). This is related to the fact that today’s youth are exposed to technology earlier than their
parents were, giving them more time to become experts at using it (Wong, 2010). This gap in skills makes it difficult for
parents to teach and guide their child on how to identify threating and reliable information online (e.g., a photoshopped
picture; Ahmad et al., 2019; Livingstone & Bober, 2004). Although research has shown that digital media usage increases
with age, it is now reported to be accessed by elementary school children (Mascheroni & Cuman, 2014). In Canada, 25%
of children admit to engaging in cyberbullying behaviour, one in three are victimized online (PREVNet, 2014), and one
in five witness cyberbullying (Ipsos, 2013). Therefore, it is especially important to further explore this trend and
understand how parental strategies, such as parental supervision in the form of online rules and restrictions (e.g.,
technical or website restrictions), can affect parental awareness of their child’s online behaviour. Parental awareness is
the first step towards intervention for children and adolescents who are cyber aggressors or cyber victims and prevention
for those who witness cyberbullying. Thus far, there is limited research that has examined parents’ online restrictions and
parental awareness of their child’s online behaviour, especially in relation to cyberbullying exposure and how this
changes with age. As such, the aim of the current study was to examine differences across age in parental awareness of
children and adolescents’ experiences with cyberbullying in relation to the implementation of restrictive mediation.
2. Parents’ Awareness of Their Child’s Online Behaviours
Across the globe, parents are inaccurate when reporting how their child spends their time online (e.g., Cho & Cheon,
2005). Parents overestimate how often their child uses the Internet for academic purposes (Katz et al., 2015) and
underestimate their unsafe Internet behaviour such as viewing age-inappropriate websites (Cho & Cheon, 2005).
Furthermore, Symons et al. (2016) found that both parents underestimated their adolescent’s involvement in negative
online activity (e.g., cyberbullying, adding strangers to social networking websites). Together, these studies suggest that
parents do not realize the extent to which their child engages in risky online behaviour.
Parents also lack knowledge regarding their child’s experiences specific to cyberbullying. Several studies have
demonstrated that parents are not aware that their child has either cyberbullied others or has been a victim of
cyberbullying (e.g., Byrne et al., 2014; Livingstone & Bober, 2004). In the United States, only one in three parents of
children and adolescents between the ages of 10 and 16 knew that their child was bullying others online (Byrne et al.,
2014). However, it should be noted that in this study reports were considered accurate if the child and parent both stated
that the child engaged in cyberbullying at least once; it did not take into account the discrepancy between the child’s
report and parent’s report. Therefore, while the parent may have been aware of an occurrence of cyberbullying, it is
possible that it was a more problematic behaviour than they realized. In the UK, 33% of children and adolescents between
the ages of 9 and 19 disclosed being cyberbullied, while only 4% of parents were aware that their child was victimized
(Livingstone & Bober, 2004). This lack of awareness is problematic because it hinders parents’ ability to support their
child in times of distress.
Overall, these findings suggest that parents lack knowledge about their child’s involvement in cyberbullying. Ang et al.
(2012) demonstrated that parental awareness of online activity is important for reducing risky online behaviour. More
specifically, adolescents with low levels of loneliness were less likely to engage in problematic online behaviour when
their parents were aware of their online behaviour. Such findings suggest that parents’ awareness is important for
reducing problematic behaviour online, including cyberbullying. In order to understand how parents can become more
aware of their child’s cyberbullying experiences, it is important to understand what types of parenting methods, such as
mediation strategies of online activities, should be implemented. Therefore, research that further explores what parenting
methods can increase parental awareness of online behaviour is needed to prevent negative online interactions and
experiences.
Television Versus Online Restrictive Mediation
A large majority of parents claim to set restrictive rules for their child’s Internet usage (McQuade et al., 2009). This
parental strategy is considered a form of parental mediation, specifically, restrictive mediation. Parental mediation theory
was developed in relation to television media and is associated with parenting strategies used on children in efforts to
reduce the negative effects of media (Clark, 2011). Restrictive mediation involves enforcing rules and restrictions about
viewing and content, active mediation involves having a discussion about content, and finally, and co-viewing involves
watching the child to be aware of the content they are viewing (Bybee et al., 1982; Dorr et al., 1989; Weintraub Austin,
1993).
Research has yielded mixed results about using restrictive mediation to protect from harmful television content (e.g.,
Nathanson, 1999, 2002; Van den Bulck & Van den Berg, 2000). Nathanson (2002) found that adolescents had negative
views about their parents’ restrictions, and they were more likely to find alternate ways to watch the restricted content.
However, restrictive mediation has been found to have more positive outcomes compared to co-viewing and similar
outcomes to active mediation (Nathanson, 1999). It should also be noted that restrictive mediation and children’s
aggressive behaviour follows a curvilinear relationship. While moderate levels of restrictive mediation were related to
less aggressive behaviour in children, those whose access to content was too restricted or not restricted enough, were
more aggressive (Nathanson, 1999). Nonetheless, restrictive mediation has been shown to reduce overall media use (Van
den Bulck & Van den Berg, 2000) suggesting that when used appropriately, it can be an effective parenting strategy
compared to active and co-viewing forms of mediation.
Similar to television restrictive mediation, parents might engage in online restrictive mediation with fear as a motive
(Mascheroni, 2014; Zaman et al., 2016) and this stems from parents wanting to protect their child from harmful content
(van Kruistum & van Steensel, 2017). Other research has shown that parents believed their child had too much access to
their devices, spent too much time using them, and were in need of a balance between online and offline activities
3. (Daneels & Vanwynsberghe, 2017; van Kruistum & van Steensel, 2017). In other cases, parents chose not to use restrictive
mediation because they were certain that their child was less likely to be influenced by media and had the ability to
recognize negative content compared to other children (Nathanson et al., 2002). In fact, many parents reported choosing
not to set restrictions and gave their child more freedom instead (van Kruistum & van Steensel, 2017).
In the realm of digital media, parents have had to learn to adapt restrictive strategies to protect their child from the
influences of online content such as cyberbullying. Livingstone and Helsper (2008) sought to examine differences
between television mediation practices and online mediation practices. Using factor analysis, the authors found two
types of restrictive mediation practices: interaction restrictions whereby social interactions such as emails and messaging
were not allowed and technical restrictions whereby a software was installed to block or filter activity. Interestingly, they
found that active and co-viewing fell into a combined category called active co-use. In addition to having discussions
with the child and being with or nearby the child when they went online, active co-use included rules about time spent
online, doing online quizzes, and making purchases. The authors argued that although active co-use involved setting
rules, these types of rules were accompanied by conversations or a parent being present, hence their fit into the active
co-use category. Lastly, physically checking sites and messages had its own category called monitoring. This suggests
that television and online mediation practices might not be directly comparable. As such, researchers have begun
examining online restrictive mediation in relation to children’s negative online experiences (e.g., Chng et al., 2014; Ho et
al., 2017; Wright, 2017), given the increase in technology usage among youth. However, there is limited research on
restrictive mediation and parental awareness of their child’s cyberbullying experiences. It is expected that by setting
restrictive rules, parents will be aware of their child’s online behaviour, as they would be aware of what their child is not
allowed to do online.
Restrictive Mediation and Cyberbullying
Restrictive mediation is a fairly common strategy implemented by parents, although as children get older, parents tend
to give their child more freedom and enforce fewer rules (Nikken & Jansz, 2014; Spears et al., 2005; Symons et al., 2017).
Nowadays, given how widespread digital media is, there can be several devices in a home, in addition to personal phones,
which children and adolescents have with them almost at all times, sometimes while they are away from their parents
(e.g., in their room at night, while at school; Mascheroni & Cuman, 2014). Therefore, it is especially important that parents
are attentive to negative behaviour their child may exhibit or negative experiences they may encounter online.
There have been several studies that have examined the implementation of online rules in relation to children’s negative
online experiences (e.g., Chang et al., 2015; Spears et al., 2005; Wright, 2016), however, research has yielded mixed
findings. Spears and colleagues (2005) found that restrictive mediation reduced negative online activities such as visiting
inappropriate sites, meeting strangers, and revealing personal information. The authors stated that children were less
likely to engage in these behaviours because the rules decreased how often they were online. However, they also
mentioned that rules were less effective with age, where older children were more likely to disobey the rules. These
results have been found in relation to cyberbullying as well. Ho et al. (2017) found that restrictive mediation was more
successful for reducing cyber aggression in younger children, as older children were more mature and less responsive to
restrictive mediation. Conversely, Wright (2017) found that restrictive mediation reduced cyber aggression one year later
in adolescents. It should be noted that Wright used adolescents’ perceptions of their parents’ mediation practices and
they may not have been fully aware of what their parents were doing (e.g., installing a monitoring software). Furthermore,
in both Ho et al. and Wright’s studies, restrictive mediation included time restrictions, which according to Livingstone
and Helsper (2008), was an active co-use strategy. Chang et al. (2015) found that higher levels of restrictive mediation
reduced both online aggression and victimization. In this study, restrictive mediation was measured with a questionnaire
by Livingstone et al. (2011), similar to Livingstone and Helsper (2008), although technical restrictions were included as a
separate category, but were not associated with cyberbullying experiences.
Concerning victimization, Mesch (2009) found that restrictive mediation in the form of monitoring websites was linked
to a decrease in cyber victimization. In this study, parental monitoring of online accounts was included as restrictive
mediation, which does not qualify as restrictive (Livingstone & Helsper, 2008). Conversely, Wright (2016) found that
restrictive mediation increased cyber victimization, arguing that restrictive mediation was not enough to prevent
victimization. Sometimes, children are afraid to tell their parent about being cyberbullied because they do not want more
restrictions (Navarro et al., 2013). However, it should be noted again that in Wright’s study adolescents’ perceptions of
their parents’ mediation style were used, which may not give us an accurate picture of their parents’ actual strategies.
These mixed findings might be explained by the lack of consistent measurement of online restrictive mediation. Future
4. research on online restrictive mediation needs to be defined and measured consistently to fully understand the
relationship between restrictive mediation and cyberbullying.
Less research has examined restrictive mediation in relation to parental awareness of their child’s cyberbullying
experiences. One study in the Netherlands found that parents who set rules about what children can and cannot do
online and rules about time spent online still underestimated the extent to which their child engaged in cyberbullying
or was a victim of cyberbullying (Dehue et al., 2008). The results showed that 17.3% of elementary and high school
students admitted to cyberbullying others, whereas only 4.8% of parents knew about this behaviour. Regarding being
cyberbullied, the authors reported that 22.9% of children confessed to being cyberbullied, while only 11.8% of parents
were aware of this. Another study found that even with setting rules, limiting time, and talking about cyberbullying,
parents still underestimated their child’s engagement in cyberbullying. However, it should be taken into consideration
that these rules were a mix of restrictive and active mediation practices (Barlett & Fenell, 2018). Overall, as parents, being
unaware of cyberbullying experiences does not give them the opportunity to educate their child on how to appropriately
interact with others online and provide support for them in navigating victimization.
Notably, there is a lack of research examining restrictive mediation and parental awareness of cyberbullying experiences.
Although Dehue and colleagues’ (2008) study focused on rules more generally as opposed to restrictive mediation, and
Barlett and Fenell (2018) focused on a mix of restrictive and active mediation practices, research has yet to focus on
restrictive mediation alone and parental awareness. Furthermore, while parental awareness of cyber aggression (Barlett
& Fenell, 2018; Dehue et al., 2008) and victimization (Dehue et al., 2008) has been examined, there is limited evidence
that exists on restrictive mediation and parental awareness for younger compared to older children. This is especially
true for parental knowledge of their child’s online bystander behaviour, in addition to cyber aggression and victimization.
Cyberbullying is a prevalent issue in both elementary and high school children (Smith et al., 2008), with some research
suggesting that cyberbullying in elementary school may be even more common than it is in high school, which parents
are not aware of (Dehue et al., 2008; Monks et al., 2016). Furthermore, our experience with the Internet has changed
prominently in the last 10 years, as access to the Internet is more widespread and social media has become increasingly
popular (Mascheroni & Cuman, 2014). Notably, Ang (2015) also argued that children and adolescents have different
needs when it comes to parental mediation. Given these differences across age, it is important to understand how to
tailor restrictive mediation strategies to younger and older children. As such, more research on changes across childhood
and adolescence in this area is needed. Depending on the type of cyberbullying involvement (i.e., the bully, victim or
witness), different parenting approaches may be more successful for different age groups to increase parental awareness
of cyberbullying and the type of support they choose to put forth for their child.
The Current Study
The current study investigated restrictive mediation and parental awareness of their child’s cyberbullying experiences (as
a perpetrator, victim or bystander) by examining parents’ perceptions of their child’s experiences and their child’s
reported experiences. The transition to high school has been associated with parental concern of bullying (Zeedyk et al.,
2003), therefore, age differences were expected and examined by comparing children in elementary school
(approximately 8-12 years old) to adolescents in high school (approximately 13-16 years old).
According to Dehue et al. (2008), parents who set rules for their child and adolescent underestimated their engagement
in cyber aggression, but no age differences were examined. However, the current study examined age patterns and we
expected differences. Based upon Dehue et al. (2008), and Barlett and Fennel (2018), it was expected that parents of
children in elementary school who used restrictive mediation would underestimate cyber aggression and parents of
adolescents in high school who used restrictive mediation would accurately report their involvement in cyber aggression
(Hypothesis 1). These differences were expected because parents worry about cyberbullying for adolescents and
according to them, cyberbullying incidents are most prevalent during the teenage years (Anderson, 2018; Monks et al.,
2016). However, parents fail to realize that cyberbullying is also an issue that has reached younger children (Monks et
al., 2016). Consequently, we expected that parents would more accurately report adolescents’ engagement in cyber
aggression while parents of elementary age children would underestimate cyber aggression.
Next, similar to the findings of Dehue et al. (2008), we expected that with the implementation of restrictive mediation,
parents would underestimate their child and adolescent’s victimization experience (Hypothesis 2). It was expected that
parents would be unaware about their child’s victimization experience because children may not be disclosing that they
were victimized out of fear (Belsey, 2019; Navarro et al., 2013). If children experienced victimization, they would expect
5. that telling their parents might lead to the implementation of more restrictions, as a result of parents trying to protect
them (Cerna et al., 2016; Navarro et al., 2013).
Finally, it was expected that without restrictive mediation, parents would underestimate their adolescent’s exposure to
cyberbullying as a bystander (Hypothesis 3). Previous research with television and online mediation showed that parents
do not implement restrictive mediation strategies because they believe they do not need to. Parents believe that their
child has the ability to detect negative content when they see it (Nathanson et al., 2002), giving their child freedom to
“do their own thing” (van Kruistum & van Steensel, 2017, p. 13). We expected that parents of adolescents who do not
use restrictive mediation would likely think that their child would further avoid this type of negative content after viewing
it, leading to inaccurate reports of bystander experiences.
Method
Sample and Procedure
The university’s Research Ethics Board approved this study. Participants were recruited from a research participant
database and newspaper advertising. Parents who agreed to participate in the study with their child were invited to the
research lab located on the university’s campus. The data was collected throughout 2017 and early 2018.
One hundred two Canadian parent-child dyads participated in the study. Children and adolescents were between 8 and
16 years old (M = 11.59 years, SD = 2.25 years). Sixty-six child participants were children in elementary school (48.5%
male) and 36 were adolescents in high school (47.2% male). Eighty-one percent of children and adolescents reported
using social media, 69% on a weekly basis. Seventy-six percent reported using gaming websites, 36% on a weekly basis.
The parent who accompanied their child to the appointment participated in the study as well. Eighty-six percent were
mothers and 14% were fathers.
Families also reported their primary ethnicity (Table 1) and language. The primary reported ethnic groups were Canadian,
European, and Jewish. Almost seventy-six percent reported English as their first language, 13.6% French, 1.9% Greek,
Russia, and Spanish, and 1% Cantonese, Czech, Farsi, Italian, and Twi.
Table 1. Participant Ethnic/Cultural Background.
Ethnic/cultural group Frequency Percent (%)
Canadian 56 54.9
European 20 19.6
Jewish 9 8.8
Asian 5 4.8
Caucasian 3 2.9
Latin 3 2.9
Middle Eastern 2 1.9
Caribbean 2 1.9
Central American 1 1
Not reported 1 1
Parents provided consent for their child and themselves to participate in the study. Parents filled out the survey while a
research assistant took the child into a separate room. Before completing the survey, the participants provided verbal
assent.
Materials
Demographics. Parents completed a demographics questionnaire that asked them about their ethnic/cultural
background and primary language spoken to which they answered open-endedly.
6. Parent survey. To assess parents’ use of restrictive mediation strategies, they were asked whether they set rules for their
child’s Internet activities (yes/no item). For those that replied yes, parents were asked a follow-up open-ended question
about the nature of the rules (If so, what are the rules that you have set”)? To verify that parents did indeed engage in
restrictive mediation and not other online rules that were not restrictive (e.g., parental monitoring), we referred to
Livingstone and Helsper’s (2008) list of online restrictive practices (interaction and technical restrictions, p. 588), as a
guide for our coding scheme (see Table 2). In both interaction and technical restrictions, Livingstone and Helsper’s (2008)
restrictive practices included banning or limiting emails, chatrooms and instant messaging. In the current study, we also
included more current forms of social media that go beyond just messaging and also contain picture sharing features
(e.g., Instagram). Furthermore, we added gaming websites to our definition of technical restrictions. After verifying that
the restrictions were either interaction or technical restrictions, our final variable was dichotomous to reflect if parents
set any type of restrictive mediation (coded as yes/no). The coding of any type of restrictive mediation was verified with
a second rater who coded 20% of the data (κ = 1). This data was randomly selected using the random function (i.e.,
RAND) in Excel and the first 21 responses were coded by the second rater. Sample items of restrictive mediation rules
(interaction and technical restrictions) and non-restrictive rules are also presented in Table 2.
Table 2. Coding Scheme for Restrictive Mediation.
Type of restrictive
mediation
Definition Sample items from parents
Interaction Parent bans certain content (e.g., social
media, gaming websites, inappropriate
websites for downloading) and/or limits
the child to using chosen
activities/websites (e.g., enchanted
learning)
Only trusted websites/apps approved by me
[parent], no downloading anything we have
not seen, and no profiles.
[Child] cannot go on violent sites, and no
social media.
Technical Parent uses filtering or monitoring
software to physically block certain
content (e.g., social media, games,
inappropriate websites)
Parental controls on [child's] account, can
work during the week with parent's
permission; videogames and video/movies
only on weekends.
We have a set of parental control on [child's]
computer and iPads. It limits what [child] can
search.
No restrictive
mediation
Parent uses no rules or rules do not fit
interaction or technical restrictive
mediation
Not more than 30 minutes online.
The Internet is a privilege; you earn time.
Misbehaviour means no Internet. I don’t
necessarily watch over [my child] but I hear
at all times.
Cyber-aggression, cyber-victimization, and cyber-witness scale (based on Menesini, Nocentini and Calussi, 2011).
A modified version of Menesini and colleagues’ (2011) Cyber-Aggression (CA Child Males α = .86; CA Child Females α =
.67) and Cyber-Victimization Scale (CV Child Males α = .87; CV Child Females α = .72) was given to child and adult
participants. The same scale, but with questions framed from a witness perspective (CW Child Males α = .90; CW Child
Females α = .82) was also administered (CA Child, CV Child, CW Child α = .85). Child participants were given the option
of completing the questionnaire independently or with the researcher. Children completed three nine-item scales on
their experience with cyber aggression (e.g., “I sent insults on social media”), cyber victimization (e.g., “I received rude
comments on a website”), and witnessing cyber aggression (e.g., “I saw someone post unpleasant pictures on Facebook”).
Participants were asked to reflect on these experiences in the last two months, and responses were scored on a scale
from 0 (never) to 4 (several times a week) for a possible total of 36 points per scale. Parents completed the same
questionnaire (CA Parent α = .60; CV Parent α = .67; CW Parent α = .90; CA Parent, CV Parent, CW Parent α = .91) but
responded from the perspective of their child (i.e., “In the last two months, how many times do you think your child
sent/received/seen XXX?”).
7. Results
Analysis Plan
First, we conducted chi square analyses to examine age differences in the implementation of parental mediation and the
two specific restrictive mediation practices: interaction and technical restrictions. Second, across both school groups, we
reported the child and parent-reported mean difference scores on each cyber subscale. Third, to investigate restrictive
mediation and parental awareness of their child’s cyberbullying experiences, we conducted a two-way MANOVA. Follow-
up t-tests were then used to locate the significant differences.
Descriptive Statistics
In total, 83.3% of parents used any type of restrictive mediation. In the current study’s sample, 80.6% of parents with
adolescents in high school and 84.8% of parents with children in elementary school used restrictive mediation and this
difference was not significant (p = .687; see Table 3). Parents who used any type of restrictive mediation were classified
into interaction or technical restrictions and there was no overlap between the parents who used interaction restrictions
and those who used technical restrictions. We found that of the parents who used restrictive mediation, a large majority
used interaction restrictions (96% overall). Of those who used interaction restrictions, 94% were parents of an elementary
school child and 6% were parents of a high school adolescent. The number of parents who used technical restrictions
was very small and not analysed further. Thus, these categories were combined as restrictive mediation in all subsequent
analyses. There were no differences between elementary and high school participants in the implementation of
interaction versus technical restrictions (p = .247).
Table 3. Descriptive Statistics of Restrictive Mediation by School Category.
School category
Restrictive mediation No restrictive mediation
n % n %
Elementary school 56 84.8 10 15.2
High school 29 80.6 7 19.4
Parental Awareness of Cyberbullying Experiences
To examine parental awareness of their child’s cyberbullying experiences, mean difference scores were used for all
analyses (see Figure 1). Mean difference scores were calculated on the overall score per cyber subscale (Cyber-
Aggression, Cyber-Victimization, and Cyber-Witness), subtracting the child’s overall score on a subscale from the parent’s
score on the same subscale (see Table 4). The three mean difference scores per cyber subscale were used in the
subsequent analyses. Positive scores were indicative of parents overestimating their child’s cyberbullying experiences,
the largest difference being 36. Negative scores were indicative of parents underestimating their child’s cyberbullying
experiences, the largest difference being -36.
8. Figure 1. Parent perception of their child’s cyberbullying experiences and their child’s actual experiences.
Table 4. Parent and Child Mean Scores (SD) and Mean Difference Scores Per Scale.
Cyber scale Parent report M (SD) Child report M (SD) Mean difference
Aggression 0.6 (1.55) 0.58 (1.21) 0.02
Victimization 1.14 (2.52) 1.24 (1.80) -0.1
Witness 1.99 (4.69) 3.55 (4.67) -1.56
Mean difference scores per cyber subscale and across school category for all participants are reported in Table 5.
Table 5. Mean Difference Scores Per Scale Across School Category.
Cyber scale Elementary school mean difference High school mean difference
Aggression -0.2 0.42
Victimization -0.47 0.58
Witness -1.97 -0.83
A two-way MANOVA was used to examine parental awareness of their child’s experiences with cyber aggression, cyber
victimization, and witnessing cyber aggression as a function of the implementation of online restrictive rules as a measure
of any type of restrictive mediation (yes/no) and school category (elementary school/high school). Multivariate outliers
were tested using Mahalanobis distance. Two outliers were found, but were kept in the analyses, as they did not change
the results. Since we did not have equal samples sizes in each cell of our design, Levene’s Test of Equality of Error
Variances and Box’s Test of Quality of Covariance Matrices (Box’s M) were used to test for equality of variance. Levene’s
Test was not significant for each scale (aggression, p = .096; victimization, p = .429; witnessing, p = .902). In addition,
Box’s M was not significant, p = .62. Overall, this indicated that our MANOVA was robust and statistical assumptions
were met.
The MANOVA results showed no main effect of restrictive mediation, Wilk’s ∧ = .942, F(3, 94) = 1.945, p = .132, ηp
2
=
.058. However, there was a significant main effect of school category, Wilk’s ∧ = .917, F(3, 94) = 2.848, p = .042, ηp
2
=
.083. Specifically, the results demonstrate that parents with a child in elementary school underestimated their
-4
-2
0
2
4
6
8
10
Cyber-aggression
Cyber-victimization
Cyber-witness
MeanScore
Scale
Parent report
Child report
9. engagement in cyber aggression, whereas parents with an adolescent in high school overestimated their engagement
in cyber aggression (see Figure 2).
Figure 2. Parental awareness of their child’s experience with cyber aggression as a function of school category.
In addition, a significant interaction was found between school category and restrictive mediation, Wilk’s ∧ = .904, F(3,
94) = 3.321, p = .023, ηp
2
= .096. As a follow up, independent samples t-tests were conducted for each school category.
For children in elementary school, there were no significant differences found on all three scales, Cyber-Aggression scale,
t(64) = -1.664, p = .101, Cyber-Victimization scale, t(64) = 0.096, p = .924, Cyber-Witness scale, t(64) = -0.52, p = .605.
For adolescents in high school, no differences were found on the Cyber-Aggression, t(34) = 0.253, p = .802, and Cyber-
Victimization scale, t(34) = -1.001, p = .324. However, there were significant differences on the Cyber-Witness scale, t(34)
= -2.406, p = .022. This result suggests that parents who did not use restrictive mediation (M = -5.71, SE = 2.04) for their
adolescent in high school underestimated how often their adolescent was a bystander to cyberbullying compared to
parents who did use restrictive mediation (M = 0.34, SE = 1.13; see Figure 3).
Figure 3. Parental awareness of their child’s experience witnessing cyber aggression as a function of restrictive mediation.
Discussion
The purpose of the current study was to examine children and adolescents’ cyberbullying experiences and the extent to
which restrictive mediation made parents more aware of these experiences. This study was the first to examine parental
perception and awareness of cyberbullying in relation to school category. Overall, the results suggest that parents are
not fully aware of the extent of their child and adolescent’s cyberbullying involvement, similar to what is reported in
previous literature (Barlett & Fennel, 2018; Dehue et al., 2008). Restrictive mediation in the form of interaction and
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
1
MeanDifferenceScore
School Category
Elementary School
High School
-8
-7
-6
-5
-4
-3
-2
-1
0
1
2
MeanDifferenceScore
Restrictive Mediation
No restrictive
mediation
Restrictive mediation
10. technical restrictions was found to be most effective for parents’ awareness of adolescents’ experiences witnessing
cyberbullying.
Previous research has shown that parents who set online rules underestimated their child and adolescent’s cyber
aggression behaviour (Barlett & Fennel, 2018; Dehue et al., 2008). The current study found that restrictive mediation was
not a factor related to parental awareness of their child’s engagement in cyber aggression. Instead, parents of children
in elementary school underestimated the extent to which their child was involved in being an aggressor of cyberbullying.
Parents of adolescents in high school, however, overestimated their engagement in cyber aggression. Together, these
results only partially supported our first hypothesis. One study found that children’s perceptions of their peers’ approval
of risky online behaviour reduced the effectiveness of restrictive mediation in preventing children ages 10-16 from
engaging in that behaviour (Sasson & Mesch, 2014). Therefore, if parents believe that cyberbullying is a common
problem among adolescents (Monks et al., 2016), they might have believed that their adolescent’s peers were engaging
in online aggression and this might have influenced their adolescent to engage in cyber aggression themselves. This
might have led parents to overestimate cyber aggression for adolescents. However, parents do not realize that
cyberbullying is also a concern for younger children (Monks et al., 2016). This may explain why parents underestimated
engagement in cyber aggression among children. Cyberbullying is a growing problem and is a prevalent issue among
young children as well (Dehue et al., 2008; Smith et al., 2008). The current study suggests that parents may not realize
the extent to which cyberbullying has reached elementary-age children, leading to inaccurate perceptions of their child’s
cyber aggression. Together, this might suggest that restrictive mediation was outweighed by parents’ perceptions of
cyberbullying as a phenomenon. For parents of elementary school children especially, where they underestimated their
child’s cyber aggression, they may unknowingly be missing the opportunity to discuss the repercussions for the
aggressor and the victim.
With regard to victimization, there was no effect of school category or restrictive mediation on parental awareness of
their child’s cyberbullying experience. Contrary to our second hypothesis, restrictive mediation did not make parents
more aware of their child’s experience as a victim. One study demonstrated that setting restrictions was not effective for
cyber victims to talk about their experience with their parents (Cerna et al., 2016). The authors argued that although
victims did not confide in their parents, restrictions alone did demonstrate an interest in their child’s online activities.
Restrictive mediation was positively correlated with parental knowledge of online activities, which included cyberbullying
victimization, but children were still not comfortable disclosing to parents. The current study, however, suggests that
both parents who used restrictive mediation and those who did not were relatively aware of their child’s experience with
cyber victimization. It has been previously suggested that while parents are more aware of cyber victimization than other
online behaviours, they may still underestimate it (Symons et al., 2016). The current study’s findings suggest that parents
may be less likely to underestimate cyber victimization. This may be because of an overall parental awareness that online
threats are an increasing issue (Ahmad et al., 2019). Recent research has shown that parents of children and adolescents
are beginning to inform themselves about cyber safety and protecting their child, and this might include setting rules,
discussing with other parents or attending talks (Ahmad et al., 2019). Therefore, parents may be trying to do more to be
aware of their child’s victimization experiences. This may include setting restrictions or using alternative strategies, which
suggests that even without rules, parents can find ways be aware of victimization. Parents should be encouraging their
child to be vocal about their experiences with online victimization so they can provide guidance to their child on how to
handle and overcome it.
Next, school category played a role in how the implementation of restrictive mediation strategies affected parental
awareness of their child’s exposure to cyberbullying. Confirming our third hypothesis, parents of adolescents in high
school who did not use restrictive mediation underestimated their adolescent’s experience being a witness to
cyberbullying. Parents of adolescents who did use restrictive mediation accurately reported their experience as a
bystander. While the current study showed that restrictive mediation was particularly effective for knowledge about
witnessing cyberbullying in high school adolescents, other studies suggest that restrictive mediation may pose too many
limits for adolescents and that more active and cooperative strategies are better suited (Lee, 2012; Sasson & Mesch,
2014). However, more research is needed to understand how technical versus interaction restrictions may be more
effective for adolescents’ experiences with cyberbullying and parental awareness. Other research states that parents
grant their child freedom online if they believe that their child does not need to have their access restricted (van Kruistum
& van Steensel, 2017). Furthermore, research by Nathanson et al. (2002) showed that parents who do not engage in
parental mediation chose not to do so because they think their child is less likely to be influenced by negative media
compared to other children. In the current study, it may be that parents who did not use restrictive mediation for
adolescent thought it was unnecessary, they did not perceive any online threats, and wanted to give their child more
autonomy online (van Kruistum & van Steensel, 2017). It is possible that parents believed their adolescent was mature
11. enough to know to avoid negative online content, whether that included avoiding certain platforms or people that
engaged in cyberbullying and thus, would be less likely to witness cyberbullying. For children, restrictive mediation did
not make parents any more aware of their child’s bystander experience. Regardless of the implementation of restrictive
mediation, parents underestimated their child’s bystander experience. Similar to cyber aggression among younger
children, it may be that restrictive mediation was not effective for parental awareness among younger children because
of parents’ perceptions that younger children are not exposed to cyberbullying (Monks et al., 2016). Parents should teach
their child how to properly report cyberbullying if they witness it so they know their child will act appropriately should
they encounter it.
Restrictive mediation of digital media can be challenging for parents. One struggle that many parents face is trying to
balance giving their child privacy online while trying to protect them from involvement in cyberbullying (Monks et al.,
2016). Children that have superior knowledge of technology can easily bypass or ignore any rules that parents may have
implemented that are meant to prevent them from engaging in risky online activities (Monks et al., 2016). One study
revealed that 35% of children admitted to disobeying at least some of their parents’ rules (Livingstone et al., 2011).
Similarly, McQuade et al. (2009) found that almost 40% of children said they had no rules. Furthermore, parents often
struggle to maintain restrictive mediation strategies they have chosen (Rosen, 2007). The majority of parents in the
current study used restrictive mediation and it is likely that they also faced these types of challenges, which may explain
why their restrictions were ineffective for their knowledge of their child’s cyberbullying experiences. Parents may not be
aware of some of these obstacles or how to overcome them, which might have led them to believe that their rules were
more effective than they actually were. The current study’s results are based mostly on interaction restrictions. This is
because the large majority of restrictive mediation practices that parents used were interaction restrictions, while only
4% used technical restrictions. It is possible that in the current study restrictive mediation did not make parents more
aware of cyber aggression and victimization because child participants ignored their parents’ rules, which may have
rendered the rules ineffective. Perhaps it would have been more difficult for children to bypass the rules if the restrictions
were technical, which would physically block children from accessing content. While the current study was unable to
determine if this was the case because so few parents implemented technical restrictive mediation, this is something
future research should consider investigating.
It is also possible that parents are too busy to explain these rules and talk about them with their child (Warren et al.,
2002). Research has shown that children whose parents use restrictive mediation in combination with discussions were
less likely to experience cyber victimization (Leduc et al., 2018). Discussions, which are a form of active mediation, have
been shown to have similar effects to restrictive mediation for reducing aggressive behaviour (Nathanson, 1999). Given
these findings, using restrictive mediation strategies in combination with discussions could be something worth further
exploring with regard to parental awareness of cyberbullying experiences, as children may feel more comfortable talking
to their parents if parents start the conversation. Overall, the current study suggests that restrictive mediation is effective
for parental knowledge of witnessing cyberbullying for adolescents. Future research should consider pairing mediation
strategies to determine the most effective form of parental mediation for parental awareness of their child’s cyberbullying
experience.
Limitations and Future Directions
The current study had a limited sample of adolescents and future studies should include a larger and more even sample.
Furthermore, the group of parents who did not engage in restrictive mediation was very small and this should be taken
into consideration when interpreting the results. In addition, given the nature of the design, we were not able to
determine if parents set rules as a result of having knowledge of their child’s cyberbullying experiences or if parents set
rules with the hope of becoming more aware. Future research should consider using longitudinal designs to help
establish the temporal relationship. Next, while this study asked parents to report if they used restrictive mediation
strategies, it did not ask parents how strictly they enforced these rules. Moreover, while this study used a dyad sample
that included a parent and a child, we did not ask children their perceptions of the restrictions that their parents set or
if children were respecting them. Future research should incorporate more information about the specific restrictive
mediation strategy used (interaction versus technical restrictions) and children’s awareness and compliance. Additionally,
research should explore what combinations of mediation strategies can improve parental awareness. While this study
provided information as to the effectiveness of restrictive mediation on parental awareness, future research can
contribute to a more in-depth understanding of what types of restrictive mediation and other forms of parental
mediation are more effective in making parents more aware of their child and adolescent’s online experience.
12. Conclusion
This study was the first to compare parental awareness of cyberbullying experiences in children and adolescents as a
function of restrictive mediation. The current study found that parents thought their child in elementary school engaged
in cyber aggression less than they actually did, whereas parents of adolescents in high school thought their adolescent
engaged in cyber aggression more than they actually did. The results also suggest that restrictive mediation was more
effective for parental awareness of bystander experiences in adolescents. Overall, this study highlights the relationship
between parenting methods and parental knowledge of their child’s online experiences with bullying. This is useful
knowledge for parents as their awareness of cyberbullying could be a step forward towards preventing negative online
interactions and experiences in youth.
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