Journal of Children and Media最新文献

{"title":"A bifactor model of U.S. parents’ attitudes regarding mediation for the digital age","authors":"J. Navarro, Anne C. Fletcher, Michaeline R Jensen","doi":"10.1080/17482798.2022.2123012","DOIUrl":"https://doi.org/10.1080/17482798.2022.2123012","url":null,"abstract":"ABSTRACT Parents use digital-specific strategies to mitigate online risks and augment online benefits of digital technology in their children’s lives. The goal of this study was to develop and validate a measure of parents’ attitudes about mediation of digital technology. An internet-based survey was administered to 460 parents of children and adolescents in the United States. Exploratory bifactor analysis revealed one general factor, reflecting general parenting attitudes, and four digital-specific factors: discursive mediation, restrictive mediation and monitoring, participatory mediation, and mediation by modeling. Confirmatory factor analysis supported a bifactor model of the Digital Parental Mediation Attitudes Scale (DPMAS); the general factor explained shared variance related to parenting style and skills in general, while the mediation factors represented digital-specific attitudes. Construct validity was evidenced in differential associations between mediation factors and parenting efficacy, influence, child age, and parent and child technology use patterns. Impact Summary Prior State of Knowledge: Research exploring the effectiveness of digital parenting strategies (e.g. discursive and restrictive mediation) has not conceptualized or measured these constructs consistently. This limits the extent to which scholars, policy makers, and parents can draw conclusions about the efficacy of digital parental mediation. Novel Contributions: To facilitate a coherent evidence base about digital parenting, the current study developed and validated a quantitative measure of US parents’ attitudes about mediation related to digital and social technologies using structural equation modeling. Practical Implications: The Digital Parenting Mediation Attitude Scale (DPMAS) assess parents’ attitudes across four dimensions (discursive, restrictive/monitoring, participatory, modeling) and can assist in the development and evaluation of interventions to support youth and families in a dynamic and rapidly evolving technological environment.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"17 - 36"},"PeriodicalIF":3.0,"publicationDate":"2022-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47510297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does digital media use increase risk of social-emotional delay for Chinese preschoolers?","authors":"He Gou, G. Perceval","doi":"10.1080/17482798.2022.2118141","DOIUrl":"https://doi.org/10.1080/17482798.2022.2118141","url":null,"abstract":"ABSTRACT Many studies have shown a relationship between preschool-aged children’s digital media use and their cognitive and physical development. However, the relationship between preschoolers’ digital media exposure and social-emotional development is under-researched both in and outside of China. The current study explores associations between both the amount and content of digital media, as well as parental mediation and other demographic variables, and Chinese preschoolers’ risk of social-emotional delay. Nine hundred and forty-four parents of preschoolers aged 42 to 72 months completed the Ages and Stages Questionnaire: Social-Emotional II (ASQ: SE II) and a media diary. Results indicate that time spent on digital media is positively associated with preschool-aged children’s risk of social-emotional delay, particularly for children from affluent families. Children were less likely to be at risk with increased restrictive mediation while more likely to be at risk when parental co-use increased. We did not find a relationship between digital content type and social-emotional development, which may due to our focus on the interactive conditions of the content rather than the social-emotional lessons in the content. The present study suggests possible predictors of preschoolers’ social-emotional delay related to digital media usage and parental mediation. IMPACT SUMMARY Prior State of Knowledge: Recent studies have shown associations between inappropriate digital media use and children’s social-emotional problems such as interpersonal skills, emotional understanding, and self-regulation. Novel Contributions: This large scale study is the first to reveal a positive relationship between increased digital media time and preschoolers’ social-emotional delay within a Chinese cultural context, which additionally identifies affluent families as an at-risk population. Practical Implications: These findings provide valuable insights for parents implementing evidence-based parental mediation strategies for children’s digital media use with a consideration toward social-economic status and cultural background. These exploratory findings also inform the direction of future studies investigating such evidence-based strategies.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"1 - 16"},"PeriodicalIF":3.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48604966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research brief: early adolescents’ perceptions of the motivations and consequences of sharing passwords with friends in Belgium","authors":"J. Van Ouytsel, Debra De Groote","doi":"10.1080/17482798.2022.2088585","DOIUrl":"https://doi.org/10.1080/17482798.2022.2088585","url":null,"abstract":"ABSTRACT Despite indications that password sharing is prevalent among early adolescents, limited empirical research has sought to understand why young teenagers share their passwords with others. This exploratory study aims to address this research gap by investigating early adolescents’ perceptions of the motivations and consequences of sharing passwords with friends. In February and March 2020, we conducted nine focus groups with 51 participants (n = 24 boys, 47%; n = 27 girls, 53%). The participants were between 13 and 16 years old (M age = 14.35; SD age = 0.74). The results indicate that password sharing is normative among adolescents. We identified five main motivations for sharing passwords. The results indicate that password sharing can either be a very deliberate behavior or occur rather spontaneously. The respondents perceived impersonation, hacking, and posting insulting content as the main negative outcomes of password sharing. The results of our exploratory study provide stepping stones for future theory-driven research and underscore the need for media literacy research to focus on practical technical skills as well as interpersonal skills to educate early adolescents about unsafe password sharing. IMPACT SUMMARY Prior State of Knowledge: Prior studies show that password sharing with friends is a common behavior among early adolescents. The context, motivations and consequences of password sharing behavior within adolescents’ friendships are poorly understood. Novel Contributions: The results of our study indicated that password sharing can either be a very deliberate behavior or occur rather spontaneously. The respondents perceived impersonation, hacking, and posting insulting content as the main negative outcomes of password sharing. Practical Implications: Educational programs should focus on technical skills for keeping accounts safe after a password has been shared and should discuss the interpersonal aspects of password sharing (e.g. teaching how to tell someone that they no longer want to share a password).","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"17 1","pages":"75 - 86"},"PeriodicalIF":3.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47707702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trans young people and the media: transnormativity, agency, and social change","authors":"D. Riggs, J. McIntyre","doi":"10.1080/17482798.2022.2088929","DOIUrl":"https://doi.org/10.1080/17482798.2022.2088929","url":null,"abstract":"ABSTRACT At present the increased visibility of trans young people as agentic actors within the media is paired with ongoing negative media coverage of trans young people’s lives. Further, in order to secure visibility within the media trans young people are often expected to adhere to transnormative framings. This commentary highlights the need for a focus on how trans young people resist, rework, and engage with such framings, and for mechanisms that support trans young people’s right to determine how they will be portrayed in the media.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"461 - 467"},"PeriodicalIF":3.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48913218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The digital is kid stuff: making creative laborers for a precarious economy","authors":"Kyra Hunting","doi":"10.1080/17482798.2022.2088927","DOIUrl":"https://doi.org/10.1080/17482798.2022.2088927","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"468 - 470"},"PeriodicalIF":3.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48730806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Filters and fillers: Belgian adolescents’ filter use on social media and the acceptance of cosmetic surgery","authors":"Chelly Maes, Orpha de Lenne","doi":"10.1080/17482798.2022.2079696","DOIUrl":"https://doi.org/10.1080/17482798.2022.2079696","url":null,"abstract":"ABSTRACT This study examined whether adolescents’ use of (a) body and (b) face filters was related to acceptance of cosmetic surgery (ACS) (i.e. intrapersonal and social acceptance, and intention). Attention was paid to possible differences according to adolescents’ (1) sex, (2) self-esteem, and (3) pubertal timing. A cross-sectional online survey among 333 Flemish adolescents (Mage = 16.06, SD = 1.45) with 71.2% girls was used to test the hypothesized model via structural equation modeling. The use of face filters was positively linked to social motivations of ACS and consideration of cosmetic surgery. Body filter use was only linked to social motivations of ACS. Only girls showed a link between body filter use and social ACS. The findings underline the role of filter use in adolescents’ ACS. Impact Summary Prior State of Knowledge: Research has shown that the use of social media filters increases individuals’ acceptance of cosmetic surgery (ACS). Yet, most research has focused on adults when investigating these relations. Little is known about how adolescents’ filter usage is linked to ACS. Novel Contributions: Our results underline the importance of looking at gender differences, distinguishing between different types of social media filters (i.e. face vs. body filters), and approaching ACS as a multidimensional construct by taking into account different reasons to consider cosmetic surgery. Practical Implications: Filter use played an important role in adolescents’ ACS, particularly in their perceptions on social benefits of cosmetic surgery. Practitioners developing intervention programs are advised to focus on enhancing adolescents’ cognitive skills to put especially these social benefits into perspective.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"587 - 605"},"PeriodicalIF":3.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41622864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring adolescents’ vulnerability and resilience to online risks in Trinidad and Tobago","authors":"Chantelle A. Cummings, Leah L. Cleghorn","doi":"10.1080/17482798.2022.2072921","DOIUrl":"https://doi.org/10.1080/17482798.2022.2072921","url":null,"abstract":"ABSTRACT This study explored adolescents’ vulnerability and resilience to online risks in Trinidad and Tobago. Using nine focus groups consisting of fifty-one high school students, semi structured interviews were conducted to explore their experiences online and the strategies used to ensure their safety. The results indicate that adolescents experienced certain types of online risks and engaged in strategies and actions which they believe allowed them to securely navigate the internet and social networking platforms. Although they acknowledged that there exists a multiplicity of online risks, experiences of these risks were subject to their own behaviours. While adolescents did not recall how they learned their risk management strategies, such was demonstrative of their resilience and agency. Impact Summary Prior State of Knowledge: Adolescents, as digital natives experience a multiplicity of risks while traversing cyberspace. These risks are categorized as content-related, contact-related and conduct related. Adolescents employ risk mitigation strategies to reduce their online vulnerabilities. Novel Contributions: The unique vulnerabilities, and resilience strategies employed by adolescents in Trinidad and Tobago while online are reliant on familiarity of risks and involve an amalgam of self-reported personal responsibilities, self-regulatory behaviours, and parental regulatory measures. Practical Implications: Online risk mitigation by adolescents is dependent on personal or vicarious experiences of risk. The Secondary School’s Education Curriculum should therefore be geared towards expanding adolescents’ knowledge of probable online risks and mitigation strategies employed to successfully navigate these risks.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"565 - 574"},"PeriodicalIF":3.0,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49507303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"United States adolescents’ responses to sexual consent on television and the moderating role of anxious attachment","authors":"Cassandra Alexopoulos, Drew P. Cingel","doi":"10.1080/17482798.2022.2064888","DOIUrl":"https://doi.org/10.1080/17482798.2022.2064888","url":null,"abstract":"ABSTRACT Understanding effects of televised depictions of sexual consent communication on adolescents is important, given that many individuals experience their first romantic and sexual relationships during this developmental period. Using the theory of planned behavior as a framework, we examined how portrayals of verbal and non-verbal sexual consent in adolescent-directed programming influenced attitudes, perceived norms, and perceived behavioral control regarding sexual consent communication among a sample of adolescents (ages 12–17, N = 130). We also examined adolescents’ anxious attachment as a moderator. Results demonstrated a significant main effect of experimental condition on sexual consent norms, but anxious attachment orientation did not moderate the relationships between experimental condition and perceived norms. We discuss findings in the context of individual differences, with implications for the design of media to support sexual consent communication among different adolescents. Impact summary Prior State of Knowledge: Sexual television content may elicit shifts in viewers’ sexual attitudes and beliefs, but few studies have examined the effects of depictions of sexual consent communication. Novel Contributions: The current study examines whether and how adolescents respond to television content about sexual consent communication, and whether those responses vary at different levels of anxious attachment. Practical Implications: This work demonstrates the need for television programmers to emphasize the importance of sexual consent communication for all types of sexual behavior. Parents and sexuality educators who work with adolescents should establish consent communication as a natural and necessary step in sexual initiation, particularly for those exhibiting low levels of consent self-efficacy.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"554 - 564"},"PeriodicalIF":3.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44148158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transforming children’s perception of autism through the “superpower” of media representation in the U.S.","authors":"E. Chow, Momo Hayakawa","doi":"10.1080/17482798.2022.2059539","DOIUrl":"https://doi.org/10.1080/17482798.2022.2059539","url":null,"abstract":"ABSTRACT Although the potential to shape neurotypical children’s perceptions of those with a disability has been documented, there is little evidence exploring the impact that publicly accessible media, such as an animated children’s television show, may have on young children’s perceptions of those with autism. Over two phases of testing, 113 children (ages 5–8) viewed a new episode from Hero Elementary, an animated television show featuring a child superhero with autism, and participated in a focus group afterwards. The qualitative findings from these exploratory sessions demonstrated that most children in our study had little or no exposure to autism prior to viewing the episode, and that those who had prior exposure had inaccurate or negative perceptions of autism. Moreover, the study revealed that after viewing the episode, children with an understanding of autism increased, and children generally viewed autism as a positive quality of the character. These results hold implications for developers of media to understand the potential impact developmentally appropriate media representation can have on children’s understanding and perceptions of others with disabilities. Areas of future research are offered in the discussion. Impact Summary Prior State of Knowledge: While interventions for developing neurotypical children’s perceptions of neuroatypical children are promising, it is unclear what delivery of exposure may be effective. There is little evidence indicating whether an animated show could feasibly change children’s perceptions of those with autism. Novel Contributions: Young neurotypical children have little to no exposure to autism. After viewing an episode featuring an animated character with autism, children had an understanding of autism and children generally viewed autism as a positive quality of the character. Practical Implications: These findings hold implications for developers of children’s media. It sheds powerful light on the potential impact developmentally appropriate media representation can have on children’s understanding and perceptions of others with disabilities.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"543 - 553"},"PeriodicalIF":3.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41783042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Haptics and hotspots: creating usable and educational apps for children in the Netherlands","authors":"J. T. Piotrowski, F. Broekman","doi":"10.1080/17482798.2022.2059536","DOIUrl":"https://doi.org/10.1080/17482798.2022.2059536","url":null,"abstract":"ABSTRACT This study investigated how app design features in educational apps affect app usability (i.e. effectiveness, efficiency, and satisfaction during use) and subsequent learning for Dutch children aged 4–5 years old. Guided by the Capacity Model 2.0 and Cognitive Load Theory, a 2 × 2 between-subjects experiment was conducted with 128 children (Mage = 4.73, SD = .40) to investigate how tactile (i.e. haptic movement: dragging versus tapping) and visual (i.e. hotspots: salient (moving) versus non-salient (non-moving) features in an educational app (M = 4.97 minutes game play) influence app usability and children’s learning – namely, receptive vocabulary acquisition. Results lent partial support to study hypotheses. Although children learned nearly five new Dutch words after playing the seeking game only once, the manipulated features did not explain this acquisition. In line with expectations, features did influence usability with salient hotspots proving to be a key predictor of usability. Implications are discussed. Impact Summary Prior State of Knowledge: Although there is much speculation regarding the impact of app design on the usability of and subsequent learning from children’s educational apps, empirical knowledge on this topic is lacking. Novel Contributions: This study is the first empirical investigation to combine predictions of the Capacity Model and Cognitive Load Theory to investigate how educational app design features (haptic and visual) predict app usability and subsequent learning for preschool-aged children. Practical Implications: For designers, results suggest that the thoughtful use of salient hotspots can lead to improved app usability. But, as demonstrated in the study, usability is not a guarantee for learning. It is crucial to consider how to use such features to support learning.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":"16 1","pages":"493 - 513"},"PeriodicalIF":3.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47450574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}