A matter of style? Exploring the effects of parental mediation styles on early adolescents’ media violence exposure and aggression

This two-wave survey study investigated the concurrent and longitudinal relationships between different styles of restrictive and active parental mediation (autonomy-supportive, controlling, or inconsistent), adolescents’ media violence exposure, and aggression. Our sample consisted of 1029 adolescents (10–14 years; 49.8% girls). Results indicate that restrictive mediation communicated in an autonomy-supportive style was concurrently related to decreased aggression via decreased media violence exposure. In contrast, inconsistent restrictive mediation was concurrently related to increased aggression via increased media violence exposure. No significant relationships were found for controlling restrictive mediation. None of the restrictive mediation styles were longitudinally related to media violence exposure and aggression. Active mediation moderated neither the concurrent nor the longitudinal relationships between media violence exposure and aggression – regardless of the style used. Findings suggest that autonomy-supportive restriction may be an effective route for parents who are concerned about their child’s media violence exposure and aggressive behavior

Relationally Aggressive Media Exposure and Children’s Normative Beliefs: Does Parental Mediation Matter?

Research indicates that relationally aggressive media exposure is positively associated with relational aggression in children. Theories of media effects suggest that these associations may be mediated by aggressive cognitions. Although parental mediation can attenuate the effects of violent media, it is unknown whether there are similar benefits of parental mediation of relationally aggressive media. The current study examined concurrent and longitudinal associations between relationally aggressive television and movie exposure and normative beliefs about relational aggression, and whether parental mediation moderates these associations. Participants were 103 children (50% female) in grades 3-6 and their parents. The following year, 48 children (52% female) were again assessed. Relationally aggressive media exposure predicted concurrent relational aggression norms, even after controlling for physically aggressive media exposure and physical aggression norms. Relationally aggressive television and movie exposure predicted greater subsequent approval of relational aggression only among children whose parents engaged in low levels of active mediation

Familial Regulation of Young Children\u27s TV Viewing in Ghana

This study examined familial regulation of young children\u27s TV viewing in Ghana. Participants were families with young children four through eight years enrolled at a school in the south of Ghana. An online survey of TV regulation practices of families (restrictive, coviewing, and instructive), TV viewing hours of young children, and families\u27 perception of TV influence on their children was completed by 158 family members (mostly parents). Results showed that restrictive regulation is the most predominately used strategy in Ghana, although all 3 regulation styles were used. College educated families were significantly more likely to use restrictive regulation than families with a primary school education. Further, over 70% of the young children exceeded the World Health Organization (2019), and the American Academy of Pediatrics (2016) recommended two hours of young children’s TV viewing. Results are discussed in terms of policy suggestions and future research

The Relationship between Parenting Practices and Cyberbullying Perpetration: The Mediating Role of Moral Beliefs

Criminologists and psychologists have long recognized that parenting practices can affect childhood outcomes and the development of moral beliefs in children. Another body of literature provides evidence that morality is a key cause of antisocial behavior. Yet, a noticeable gap in this line of work has been testing the mediation effects of parenting practices on cyberbullying via moral beliefs. Using a sample of South Korean adolescents, we tested whether moral beliefs mediate the relationships between parenting practices and cyberbullying perpetration. Results show that parental supervision and excessive parenting can influence cyberbullying perpetration and that the impact of parenting practices is partially indirect through moral beliefs

Are sexual media exposure, parental restrictions on media use and co-viewing TV and DVDs with parents and friends associated with teenagers' early sexual behaviour?

Sexual content in teenagers' media diets is known to predict early sexual behaviour. Research on sexual content has not allowed for the social context of media use, which may affect selection and processing of content. This study investigated whether sexual media content and/or contextual factors (co-viewing, parental media restrictions) were associated with early sexual behaviour using 2251 14–15 year-olds from Scotland, UK. A third (<i>n</i> = 733) reported sexual intercourse. In multivariable analysis the likelihood of intercourse was lower with parental restriction of sexual media and same-sex peer co-viewing; but higher with mixed-sex peer co-viewing. Parental co-viewing, other parental restrictions on media and sexual film content exposure were not associated with intercourse. Findings suggest the context of media use may influence early sexual behaviour. Specific parental restrictions on sexual media may offer more protection against early sex than other restrictions or parental co-viewing. Further research is required to establish causal mechanisms

A study of the relationship between parental mediation and adolescents' digital skills, online risks and online opportunities

In recent years, discussions have sparked about the risks and opportunities that digital technologies may have for adolescents. Some researchers argue that the best way to increase online opportunities and avoid online risks is to increase adolescents' digital skills. For this reason, the first goal of this study was to examine how adolescents' digital skills are related to their online opportunities and online risks behaviours. A second goal was to examine the influence of two ways of parental mediation (active and restrictive) on the level of teenagers’ digital skills, and subsequently their online opportunities and online risks. Finally, we intended to establish the validity and the structure of the Digital Literacy Scale. Using data from a cross-sectional survey of 1.446 Spanish secondary school pupils, we found that more digitally skilled adolescents take more opportunities, and experience more risks. Digital literacy mediates the relationship between restrictive (but not of active) parental mediation and online risks and opportunities. Furthermore, the Digital Literacy Scale was shown to be valid in terms of construct validity. The findings suggest that digital literacy remains essential as it lets teenagers take more opportunities, and that parents should opt for other ways of mediation rather than restrictive mediation

A study of the relationship between parental mediation and adolescents’ digital skills, online risks and online opportunities

[EN]In recent years, discussions have sparked about the risks and opportunities that digital technologies may have for adolescents. Some researchers argue that the best way to increase online opportunities and avoid online risks is to increase adolescents' digital skills. For this reason, the first goal of this study was to examine how adolescents' digital skills are related to their online opportunities and online risks behaviours. A second goal was to examine the influence of two ways of parental mediation (active and restrictive) on the level of teenagers’ digital skills, and subsequently their online opportunities and online risks. Finally, we intended to establish the validity and the structure of the Digital Literacy Scale. Using data from a cross-sectional survey of 1.446 Spanish secondary school pupils, we found that more digitally skilled adolescents take more opportunities, and experience more risks. Digital literacy mediates the relationship between restrictive (but not of active) parental mediation and online risks and opportunities. Furthermore, the Digital Literacy Scale was shown to be valid in terms of construct validity. The findings suggest that digital literacy remains essential as it lets teenagers take more opportunities, and that parents should opt for other ways of mediation rather than restrictive mediation