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عنوان فارسی مقاله:
میانجیگری والدین فعال و بازدارنده در طول زمان: اثر شایستگی خود نظارتی و تکانشگری جوانان
عنوان انگلیسی مقاله:
Active and restrictive parental mediation over time: Effects on youths’ self-regulatory competencies and impulsivity
سال انتشار : 2016
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مقدمه انگلیسی مقاله:
1. Introduction
Parental mediation theory postulates that parents use a variety of direct and indirect social and/or technical strategies in guiding children's online use and access (Clark, 2011; Livingstone & Bober, 2006). Parental practices mediate the extent to which online information is received, processed and acted on by children. Amongst the various media-related parental strategies in the literature, two major forms of parental mediation (active and restrictive) received most scholarly attention. Active mediation refers broadly to the guidance and advice that parents provide through active discussions over children's online activities. It is a bidirectional process whereby active communication over online issues can shape children to be more critical of online content (Padilla-Walker & Coyne, 2011) and to be more conscious of Internet safety (Fleming, Greentree,Cocotti-Muller, Elias, & Morrison, 2006). Active mediation can also extend to parents staying nearby or sitting with children when they go online and parents in exploring and sharing online activities with their children (Duerager & Livingstone, 2012). Padilla-Walker, Coyne, Fraser, Dyer, and Yorgason (2012) found that the levels of active monitoring were generally high during adolescence, whereby parents tackle topics by discussing them when they are portrayed in the media. This strategy may also reduce the likelihood of undesirable and damaging behaviours or attitudes (Nathanson, 1999). Active mediation has been found to be a preventive factor for adolescents from developing Internet addiction (van Den Eijnden, Spijkerman, Vermulst, van Rooij, & Engels, 2010). It also reduces children's exposure to online risks without reducing online opportunities and reduces harm caused to children when they do encounter risks (Duerager & Livingstone, 2012). Active mediation has been found to increase when children experience something upsetting online (Duerager & Livingstone, 2012). Restrictive mediation, on the other hand, refers to the regulation of children's online activities through the use of rules. These rules generally pertain to the time children spend online, the points of access that children have to the Internet, the online content that children view, and the activities that they may engage in such as the downloading of files or their engagement with social networking sites. Restrictive strategies have been reported to be chosen when parents are primarily worried about children's excessive, uncontrolled and obsessive use of the Internet and the negative consequences this may have in terms of academic performance and interpersonal relationships (Lee, 2012). Restrictive mediation has been found to decrease children's frequency of Internet use (Valcke, Bonte, De Wever, & Rots, 2010; Yen, Ko, Yen, Chang, & Cheng, 2009), to weaken the positive relation between higher online participation and risks (Lee & Chae, 2012), and to reduce children's exposure to online risks and harm (Duerager & Livingstone, 2012). However, some studies found no impact of restrictive mediation on level of unsafe Internet behaviours (Valcke, De Wever, Van Keer, & Schellens, 2011) and it being less effective as the child gets older (Nathanson, 2002). Research findings on the effectiveness of parental mediation has been mixed. Cross-sectional studies have shown that parental mediation is more frequent in younger than older children (Lwin, Stanaland, & Miyazaki, 2008; Rosen, Cheever, & Carrier, 2008; Valcke et al., 2010). There are empirical studies found that the use of parental mediation do not translate into the reduction of online risks (Liau, Khoo, & Ang, 2005; Livingstone & Helsper, 2010; Mitchell, Finkelhor, & Wolak, 2003; van Den Eijnden, Spijkerman, Vermulst, & van Rooij Engels, 2010). Both active and restrictive mediation may reduce online risks but restrictive mediation has also been found to reduce children's online opportunities and skills (Duerager & Livingstone, 2012). Restrictive mediation has been found to vary in effectiveness depending on the degree of restriction applied (Nathanson, Eveland, Park, & Paul, 2002). As children enter into adolescence, they take actions to evade parents' attempts to monitor or control their Internet use (Livingstone & Bober, 2006). Furthermore, restrictive measures convey biased parental values in contrast to inculcating the critical thinking skills of children (Mendoza, 2009). There is much less research done based on longitudinal samples than cross-sectional samples. In a longitudinal study, Liau et al. (2015) found that parent-child closeness was related to a reduction in symptoms of pathological video gaming but parent restriction of children's video gaming did not have any main effect. One study has investigated changes in parental mediation strategies in a longitudinal sample found that parental use of both active and restrictive mediation decrease over time (Padilla-Walker et al., 2012). Padilla-Walker et al. (2012) postulated that based on family developmental theory, family goals vary depending on the stage the family is at. When children reach adolescence, family goals shift to providing greater autonomy and promoting responsibility for the developing family member. Prior research in reactance theory reveals that teens tend to show greater reactance and less compliance as they approach adulthood. Therefore, during adolescence, parental online mediation may decrease in order to fulfil the goals of greater autonomy and responsibility (Padilla-Walker et al., 2012). Restrictions may not be as consistently implemented as children get older, as parents perceive their adolescents to have more mature cognitions and therefore view them as more able to self-regulate and to handle online content and interactions. Thus, the first objective of this study was to replicate Padilla-Walker and colleagues'(2012) findings in an Asian context to examine changes in active and restrictive mediation through longitudinal growth curve models. We hypothesize that involved and interested parents who set limits on their children's online activities would also be more inclined to communicate guidance and advice. The second objective was to examine the longitudinal changes in active and restrictive mediation together in the same model.
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کلمات کلیدی:
Physiological Self-Regulation Buffers the Relationship between ... https://www.ncbi.nlm.nih.gov/pubmed/28500423 by MA Kuhn - 2017 May 12, 2017 - Similarly, youth who are able to use self-regulatory skills to calm their ... We hypothesized that the effect of trait impulsivity on externalizing ... Assessment of Trauma in Youths: Understanding Issues of Age, ... https://books.google.com/books?isbn=1134905963 Kathleen Nader - 2016 - Psychology Table 1 Self-regulation competencies Affective Self-Regulation • Recognizing, ... emotions Selectively enhancing or reducing affect states • Maintaining affect intensity ... impulsive and aggressive behavior Bodily Self-Regulation • Recognizing ... Self-Regulation as a Protective Factor against Risky Drinking and ... https://www.ncbi.nlm.nih.gov › NCBI › Literature › PubMed Central (PMC) by PD Quinn - 2010 - Cited by 115 - Related articles The protective effects of self-regulation for risky drinking and sexual behavior make it a ... 1988), self-regulatory skills continue to develop through young adulthood ... and impulsivity were meliorated among adolescents high in self-regulation. The Neuropsychology of Mental Illness https://books.google.com/books?isbn=0521862892 Stephen J. Wood, Nicholas B. Allen, Christos Pantelis - 2009 - Medical This occurs in areas associated with core executive and self-regulatory skills, including inhibitory control and affect-regulation (reviewed in more ... This, in turn, increases the likelihood of adolescents engaging in more impulsive, emotive and ... Self-Regulation in Adolescence - Google Books Result https://books.google.com/books?isbn=1316368343 Gabriele Oettingen, Peter M. Gollwitzer - 2015 - Psychology ... and Kupfer (2013) found that young adolescents' EC but not impulsivity (both measured with teachers' and parents' reports of youths' ... including low levels of maladjustment, relatively high social competence, and schoolrelated competence. ... With age, the unique effects of EC appear to become stronger than those of ...
