This study investigated the relationship between adolescents' excessive Internet use (EIU) and parental mediation. A random stratified sample of 11-to 16-year olds (N = 18 709) and their parents from 25 European countries (EU Kids Online II project) was analysed to explore to what extent different types of parental mediation and other factors predict EIU. Active parental involvement in the child's Internet use (when the child had experienced online harm) and restrictive mediation were associated with lower EIU. Harmful online experiences, time spent online, scope of online activities and adolescents' age predicted higher EIU.

This study focuses on parental mediation of children’s internet use in the context of broader gendered socialization patterns. Analyses were carried out in three steps using quantitative and qualitative methods. Firstly, based on EU Kids Online survey data, gendered patterns in parental mediation across European countries were explored. Secondly, detailed analysis of mediation practices in Estonia, one country in the EU Kids Online survey, was carried out. As the last step, data from two focus group interviews were used for in-depth analysis of Estonian mothers’ everyday practices of mediating their children’s internet use. Quantitative analysis revealed significant correlations between the number of gender differences in parental mediation, and country-level variables of internet penetration and gender equality. In Estonia, as a country with low gender equality, but high internet use, mediation strategies do not depend purely on children’s gender, but on a more complex interrelation of gender and children’s and parents’ socio-demographic characteristics and parent-child interactions. This finding was supported and explained by qualitative analysis, showing that Estonian mothers’ methods for mediating boys’ and girls’ internet use differ in several aspects, reflecting the broader context of changing socialization practices, gender norms, and the generation gap in using digital technologies.

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The aim of this study was to identify the strongest predictors of individual differences in Internet use, taking into account personality traits, socio-demographic variables, and indicators of habitus and lifestyle. To this purpose, an empirically robust and theoretically easily interpretable classification of online activities and their underlying motives was developed. Representative survey data of the Estonian population (age range 15-74 years; N = 1,507) were used. Factor analysis of online activities revealed two underlying motives for Internet use: Social media and entertainment (SME), and Work and information (WI). General linear modelling analysis showed that SME was most significantly predicted by younger age, the frequency of Internet use at public place, at friends and at home. Openness to Experience, lower education level, and the ethnic minority status. WI was best predicted by the frequency of Internet use at work or school, higher education level, more active civic participation, and the ethnic majority status. Social media-and entertainment-related Internet useSearching for and managing information regarding friends and acquaintances on social networking portals (e.g., Orkut, Facebook, Rate.ee, MySpace, Linkedin, etc.) Posting and updating information about myself on social networking portals Uploading pictures and photos on the Intemet Searching for entertainment (games, music, films) Using forums to express my opinion on topics I consider important Participating in forums, blogs, surveys Sharing music, films, programs (Bittorrent, etc.) Uploading videos (e.g., YouTube, Tom) Updating my website or blog Watching TV or listening to radio online Communicating with friends and acquaintances Searching for interesting and exciting information Commenting articles in online newspapers or information portals (e.g., Delfi) Online cultural activities (visiting virtual art exhibitions, reading prose, watching art films, etc.) Participating in gaming environments Work-and information-related Internet useSearching for information on public institutions, ministries, courts, etc. Searching for information from web pages of local govemments Communicating with officials, management of public business online Using e-services (e.g., tax board, forms, citizens' portal, etc.) Intemal communication in organizations (intranet, lists, etc.) Using online databases (libraries, data banks, etc.) Work-related communication with clients and colleagues Searching for practical information (e.g., weather, timetables, etc.) Using online banking Searching for information related to work and studies Searching for information on job vacancies, real estate, tourism, etc. Participating in civic initiatives, signing online petitions Online shopping and gathering relevant information for making purchases Following online newspapers and information portals (e.g., Delfi, etc.) Searching for information and tips on relationships, family, children, child-rearing, health and other aspects of personal life Total % of explained variance Note. ...

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This article compares ethno-political discourse of pupils belonging to the majority and minority groups in Estonia. The article also seeks to understand the role of different socializers in ethno-political socialization. Ninth formers from an Estonian and a Russian school in Estonia wrote an essay on interethnic integration after they had read the corresponding texts in their civics textbook. Semi-structured interviews were conducted with pupils representing different viewpoints. Within the framework of Critical Discourse Analysis, 57 essays and 13 interviews were studied at several levels of discursive structure (topics, propositions, argument schemes, strategic moves, storytelling, style and intertextuality). The analysis reveals a number of differences between the discourses by Estonian and Russian pupils. Intertextual analysis and the data obtained from the interviews suggest that pupils’ personal experiences and reflections, the media, some teachers and family members play the most important roles in the process of ethno-political socialization.