互联网
心理学
调解
游戏娱乐
发展心理学
德国的
家长监督
结构方程建模
社会心理学
社会学
计算机科学
万维网
社会科学
艺术
考古
视觉艺术
历史
机器学习
作者
Nicole Gruchel,Ricarda Kurock,Sabrina Bonanati,Heike M. Buhl
标识
DOI:10.1016/j.compedu.2022.104481
摘要
Internet use is significant in the everyday lives of children and can be distinguished into different uses (e.g., entertainment-related, informative or school-related). When considering the literature on internet inquiries, the family as an informal place of learning is of particular importance. Although some predictors within the family (e.g., structural factors) are widely researched, comprehensive results on the influence of parental involvement, especially parental instruction as a form of parental support during information-related internet activities, on different internet uses are still lacking. Therefore, the study investigates (1) the relationship of parental role construction, self-efficacy, internet skills, and parental instruction in information-related internet use perceived by parents and children and (2) the relationship of parental role construction, self-efficacy, internet skills, parental instruction, and children's internet uses at home (entertainment-related, practical and school-or-learning-related). The mediation effects of parental instruction were also tested. A paper-and-pencil questionnaire was answered by 361 German children and their parents. Structural equation modeling was applied to answer the research questions. We observed that children's perceived parental instruction was positively associated with children's practical and school-or-learning-related internet use. Parents' motivational factors were the strongest predictors for parents' perceived parental instruction The findings have significant implications for research and practice on how parents can be more active in fulfilling their role as supporters for children's internet use.
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