Bidirectional Socialization: An Actor-Partner Interdependence Model of Internet Self-Efficacy and digital Media Influence Between Parents and Children

Nelissen, Sara; Kuczynski, Leon; Coenen, Lennert; Bulck, Jan Van den

doi:10.1177/0093650219852857

Cited by 12 publications

(9 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…17 However, transactional theories of child development posit that there are bidirectional relationships between child characteristics and the caregiving environment (including household media use), which interact to shape child outcomes over time. 18 Although bidirectionality has been examined in the mediation literature, 19 only two studies have examined bidirectional relationships between media use and early childhood development and behavior. Cliff et al 20 found that more media exposure at 2 years was associated with weaker self-regulation at 4 years, whereas weaker selfregulation at 4 years was significantly associated with higher TV viewing, gaming, and media use at 6 years; however, effect sizes were small.…”

Section: Introductionmentioning

confidence: 99%

Longitudinal Associations Between Early Childhood Externalizing Behavior, Parenting Stress, and Child Media Use

McDaniel

Radesky

2020

Cyberpsychology, Behavior, and Social Networking

View full text Add to dashboard Cite

Limited research has examined bidirectional associations between modern media (e.g., smartphone, tablet) use and behavior in early childhood. This study aimed to test the hypotheses that, over 6 months, (H1) child externalizing behavior would predict later media use, mediated by parenting stress, and (H2) media use would predict later externalizing behavior. Participants included mothers and fathers from 183 heterosexual couples with a child 1-5 years old, followed for 6 months-assessed at baseline, 1, and 6 months. Frequency of child media use was assessed at baseline and 6 months through parent report across eight items (e.g., television [TV], smartphone, tablet use). Child externalizing behavior was assessed through the Child Behavioral Checklist, and parent stress through the Parenting Stress Index. Hypotheses were tested using structural equation modeling. Mothers were 31.8 (standard deviation [SD] = 4.2), fathers 33.3 (SD = 4.9), and children 3.0 years old (SD = 1.2). Structural equation models showed good overall fit. As hypothesized, we found that (H1) greater child externalizing behavior predicted greater parenting stress (b = 0.48, p < 0.001), which predicted increases in child media use (b = 0.15, p < 0.05); however, (H2) child media use did not predict later externalizing behavior (b = 0.06, p = 0.23). In post hoc analyses, results differed slightly by specific type of media; for example, externalizing behavior was associated with later tablet and game use, whereas TV use predicted increases in externalizing behavior. Our results suggest that child behavior problems associate with later media use habits, possibly as a parent coping strategy, which should be considered when providing clinical guidance.

show abstract

Section: Introductionmentioning

confidence: 99%

Longitudinal Associations Between Early Childhood Externalizing Behavior, Parenting Stress, and Child Media Use

McDaniel

Radesky

2020

Cyberpsychology, Behavior, and Social Networking

View full text Add to dashboard Cite

show abstract

“…Prior research has examined bidirectional, integrated processes in parent-child relations with regard to technology and social media (Correa et al, 2013;Nelissen et al, 2019). Correa et al (2013) demonstrated that bottom-up socialization, or children socializing their parents, may be just as impactful on the family as a whole as top-down (parent-to-child) socialization.…”

Section: Bidirectional Relational Processes In Aosml Developmentmentioning

confidence: 99%

“…Correa et al (2013) demonstrated that bottom-up socialization, or children socializing their parents, may be just as impactful on the family as a whole as top-down (parent-to-child) socialization. Although parents may intend to employ certain digital media mediation strategies, those strategies may not be per-ceived by children the way they were intended, and children may use their own problem-solving skills to intentionally influence their own digital socialization (Nelissen et al, 2019). Updated understandings of parent mediation of media have incorporated bidirectional perspectives.…”

Section: Bidirectional Relational Processes In Aosml Developmentmentioning

confidence: 99%

Social Media Literacy to Confront Far-Right Content: Saying “No” to Neutrality

Burnham¹,

Arbeit²

2023

Human Development

View full text Add to dashboard Cite

Current conceptualizations of media literacy do not explicitly state that users should be able to identify and reject hateful, manipulative far-right content. We highlight important principles of relational developmental systems metatheory that are integral to our proposed model of anti-oppressive social media literacy. We critique current theories of digital media literacy for their political neutrality or lack of active opposition, and offer a values- and action-based anti-oppressive framework for social media literacy in pursuit of social justice. We propose a model of anti-oppressive social media literacy in which we outline three potential orientation outcomes: rejection, endorsement, and ambivalence. We describe the implications and potential developmental pathways of each of these orientations in response to far-right content. We also highlight multiple layers of bidirectional mutually influential individual ← → context relations that may influence the development of social media users’ orientation to far-right content online. In conclusion, we discuss strengths, limitations and future directions for studying our proposed theory of anti-oppressive social media literacy.

show abstract

“…Theoretical work has stated that instead of replacing one myopic view (parent-to-child) with another one (child-to-parent), it would be more fruitful to think of them together, in a continuous bidirectional framework. However, in media research, this has not really been explored explicitly apart from one study that found indications of bidirectional socialization between children and their parents in the context of digital media influence on each other (Nelissen, Kuczynski, Coenen, & Van den Bulck, 2019). This study used the actor-partner interdependence model to test parent and child effects simulations.…”

Section: Parent-child Bidirectionality In Interactions and Influence ...mentioning

confidence: 99%

Bidirectional Socialization and Media

Nelissen

2020

The International Encyclopedia of Media Psychology

View full text Add to dashboard Cite

Reviewing the media research literature on parent-child interactions, it should be noted that there is a dominant focus on parent-to-child media influence and guidance. This focus is not very surprising as parent-to-child influence and socialization is the default perspective in most research domains. However, theoretical, and more recently empirical, research has demonstrated that children too, influence and guide their parents in their development. In the socialization literature, this has been defined as child effects (Bell, 1968). Child effects is an umbrella term for all kinds of influence on a broad spectrum of behavioral, cognitive, and emotional parts of parents' lives. In recent theoretical work in the field of sociology, child development, and family studies, it has been argued that instead of viewing parent-to-child influences or child-to-parent influences separately, this should be seen as a bidirectional, continuous, and complex process of interaction and influence going from parent-to-child and from child-to-parent (Kuczynski, 2003;Sameroff, 1975). Child effects as part of parent-child bidirectionality: A brief historyThe original interpretation of socialization theory was that children internalize the rules and norms of society from the social system, being it parents, teachers, and siblings (Parsons, 1951). This interpretation acknowledged agency to parents and perceived the children as passive recipients. However, in 1968, Richard Bell opened a traditional correlation vs. causation debate in his seminal paper about the socialization literature to contest the unidirectional parent-to-child view. Bell noted that all the socialization research to that point, was purely correlational, and thus that it could equally be interpreted as child-to-parent socialization instead of only considering parent-to-child socialization. Around the same time Rheingold (1969) also acknowledged the agency of the child in socialization theory. This means that children were acknowledged as having their own agenda, will, thoughts, and interpretations, instead of being passive receivers of parental (and other societal) socialization. These reflections were a turning point in the socialization literature and generated a shift from a unidirectional to a more bidirectional, transactional, or circular influence and socialization process in the parent-child relationship and interaction literature. In the parent-child relationship there is constant interaction and influence on a micro level, which makes communication and interaction between parent and child intertwined.

show abstract

Bidirectional Socialization: An Actor-Partner Interdependence Model of Internet Self-Efficacy and digital Media Influence Between Parents and Children

Cited by 12 publications

References 62 publications

Longitudinal Associations Between Early Childhood Externalizing Behavior, Parenting Stress, and Child Media Use

Longitudinal Associations Between Early Childhood Externalizing Behavior, Parenting Stress, and Child Media Use

Social Media Literacy to Confront Far-Right Content: Saying “No” to Neutrality

Bidirectional Socialization and Media

Contact Info

Product

Resources

About