Parental Mediation of Children's Internet Use

Livingstone, Sonia; Helsper, Ellen

doi:10.1080/08838150802437396

Cited by 780 publications

(787 citation statements)

References 33 publications

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“…Parental mediation research gives some direction as to what parents can do to keep their children safe from harm when using the internet (Livingstone and Helsper 2008). A lack of parental knowledge about children's online activities may be an obstacle to adequate internet parenting, as it prevents parents from adapting their practices to the needs of their children or intervening when necessary.…”

Section: Discussionmentioning

confidence: 99%

“…Active mediation refers to parents discussing the risks related to internet use and teaching their children how to avoid online risks. Restrictive mediation refers to all sorts of practices that restrict or track the child's internet use, e.g., setting rules about when or where the child can be online, who the child can talk to or which websites the child can visit, supervising the child's internet behavior and making use of blocking or monitoring software (e.g., Livingstone and Helsper 2008;Sonck et al 2013;Valkenburg et al 2013).…”

Section: Sources Of Parental Knowledgementioning

confidence: 99%

“…Parents can play an important role in the prevention of online risk behavior and harmful online experiences (e.g., Livingstone and Helsper 2008;Khurana et al 2015). In the case of cyberbullying, parental involvement can be beneficial for the child both in terms of stopping the bullying and in terms of emotional support (Fridh et al 2015;Özdemir 2014).…”

Section: Introductionmentioning

confidence: 99%

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Parental Knowledge of Adolescents’ Online Content and Contact Risks

Symons

Ponnet

Emmery³

et al. 2016

J Youth Adolescence

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Parental knowledge about adolescents' activities is an identified protective factor in terms of adolescent adjustment. While research on parental knowledge has focused on adolescents' offline behavior, there is little empirical understanding of parental knowledge about adolescents' online behavior. This study investigates parental knowledge about adolescents' online activities and experiences with online risks, as well as the correlates of such knowledge. Building on former research, open communication and knowledge-generating monitoring practices are investigated as potential correlates of parental knowledge. Use is made of triadic data, relying on reports from children aged 13 to 18, mothers and fathers within the same family (N = 357 families; 54.9 % female adolescents). The results showed that parents have little knowledge about the occurrence of online risks and their children's online activities. While mothers did not have more accurate knowledge compared to fathers, they did perceive themselves to be more knowledgeable than fathers. Associations between parental knowledge and hypothesized correlates were tested by means of one-way ANOVA tests and stepwise logistic regression models. Limited evidence was found for associations with parents' accurate knowledge about the occurrence of online risks. Engagement in knowledge-generating monitoring practices was linked to mothers and fathers' self-perceived knowledge about their children's online activities. For mothers, open communication with the child was linked to self-perceived knowledge. The findings suggest that parents need to be more aware of the possibility that online risks might occur and that more research needs to be done in order to understand what parents can do to improve their accurate knowledge.

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Section: Discussionmentioning

confidence: 99%

Section: Sources Of Parental Knowledgementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Parental Knowledge of Adolescents’ Online Content and Contact Risks

Symons

Ponnet

Emmery³

et al. 2016

J Youth Adolescence

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“…In a follow-up study, Livingstone and Helsper (2008) surveyed more than 1,500 children and almost 1,000 parents about ways in which parents are now regulating their children's online activities.…”

Section: Literature Review Kinship Care and Grandfamiliesmentioning

confidence: 99%

A Grand Challenge: Social Media Monitoring, Concerns, and Authority in Grandfamilies

2016

The Gerontologist

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“…Opportunities for relative autonomy or self-regulation in playing and parental support for educational achievement are generally more evident in homes characterised by relatively high levels of parental educational attainment. Parents also vary in their regulation of their children's media use, trying to maximise the advantages and minimise the disadvantages and potential dangers (Livingstone, 2003;Livingstone & Helsper, 2008). In addition, children with high potential in cognitive and meta-cognitive competencies profit more from possibilities to develop autonomously than their peers without these competencies (Overtoom, 1991;Baroody, 1993;Mooij, 1994;Byrne, 1998;Kalyuga, 2007).…”

Section: Introductionmentioning

confidence: 99%

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

Mooij¹,

Dijkstra

Walraven³

et al. 2014

European Educational Research Journal

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At the start of preschool, four-year-old pupils differ in their development, including in their capacity to self-regulate their playing and learning. In preschool and primary school, educational processes are generally adapted to the mean age of the pupils in the class. The same may apply to pupil-monitoring systems based on information and communication technology (ICT). This normbased factor undermines the potential of ICT to support the educational differentiation needed for pupils and increases the amount of daily work for teachers. A theoretical framework is sketched in which pedagogical-didactical, organisational and ICT guidelines enhance differentiated, self-regulated playing and learning for each pupil within preschool and primary school. To develop and check such optimal education and ICT conditions in practice, a pilot and a randomised intervention study are carried out in integrated Dutch preschools/primary schools for pupils aged 4-12. Pilot results support the use of a procedure to screen each child's characteristics at the start of preschool by parents and preschool teachers, and also the immediate relevance of criterion-based and norm-based ordering ('double diagnostics') of playing and learning materials. Final attention is given to the intervention study and further development of optimal education in a European research context.

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Parental Mediation of Children's Internet Use

Cited by 780 publications

References 33 publications

Parental Knowledge of Adolescents’ Online Content and Contact Risks

Parental Knowledge of Adolescents’ Online Content and Contact Risks

A Grand Challenge: Social Media Monitoring, Concerns, and Authority in Grandfamilies

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

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