Balancing Participation and Risks in Children's Internet Use: The Role of Internet Literacy and Parental Mediation

2012 ◽  
Vol 15 (5) ◽  
pp. 257-262 ◽  
Author(s):  
Sook-Jung Lee ◽  
Young-Gil Chae
Keyword(s):  
Internet Use ◽  
Parental Mediation ◽  
Internet Literacy

Predicting Dysfunctional Internet Use

2019 ◽  
pp. 1631-1649
Author(s):  
Benjamin Stodt ◽  
Elisa Wegmann ◽  
Matthias Brand
Keyword(s):  
Internet Addiction ◽  
Internet Use ◽  
The Internet ◽  
Negative Consequences ◽  
Internet Users ◽  
Positive Attitudes ◽  
Reflective Skills ◽  
Internet Literacy

Internet addiction (IA) and cyberbullying (CB) represent two examples of dysfunctional Internet use (DIU) which are accompanied by negative consequences. In terms of prevention, the training of technical and reflective skills (Internet literacy) will be discussed with regard to these patterns. This study investigates the role of age, conscientiousness, and Internet literacy on IA symptoms and the participation in CB. Analyses reveal that positive attitudes towards online production and interaction and lower self-regulative skills can be associated with severe IA symptoms. Cyberbullies display less skills in reflecting on Internet content and also prove to have less self-regulative skills. Younger and less conscientious individuals are more likely to use the Internet dysfunctionally. Furthermore, significant correlations between experiences as a cyberbully and IA symptoms were found. In conclusion, the authors suggest that current media/Internet literacy curricula should be complemented by teaching reflective and regulative skills to prevent Internet users from negative consequences.

Predicting Dysfunctional Internet Use

2019 ◽  
pp. 554-572
Author(s):  
Benjamin Stodt ◽  
Elisa Wegmann ◽  
Matthias Brand
Keyword(s):  
Internet Addiction ◽  
Internet Use ◽  
The Internet ◽  
Negative Consequences ◽  
Internet Users ◽  
Positive Attitudes ◽  
Reflective Skills ◽  
Internet Literacy

Internet addiction (IA) and cyberbullying (CB) represent two examples of dysfunctional Internet use (DIU) which are accompanied by negative consequences. In terms of prevention, the training of technical and reflective skills (Internet literacy) will be discussed with regard to these patterns. This study investigates the role of age, conscientiousness, and Internet literacy on IA symptoms and the participation in CB. Analyses reveal that positive attitudes towards online production and interaction and lower self-regulative skills can be associated with severe IA symptoms. Cyberbullies display less skills in reflecting on Internet content and also prove to have less self-regulative skills. Younger and less conscientious individuals are more likely to use the Internet dysfunctionally. Furthermore, significant correlations between experiences as a cyberbully and IA symptoms were found. In conclusion, the authors suggest that current media/Internet literacy curricula should be complemented by teaching reflective and regulative skills to prevent Internet users from negative consequences.

scholarly journals The Role of Parents in Problematic Internet Use among US Adolescents

2016 ◽  
Vol 4 (3) ◽  
pp. 24-34 ◽  
Author(s):  
Amy Bleakley ◽  
Morgan Ellithorpe ◽  
Daniel Romer
Keyword(s):  
Parental Monitoring ◽  
Internet Use ◽  
Well Being ◽  
Parental Mediation ◽  
Problematic Internet Use ◽  
The Internet ◽  
Television Content ◽  
Internet Behavior ◽  
Role Of Parents

The internet has transformed the way youth communicate, learn, and network, with implications for their broader social, psychological, and physical health and well-being. With the technological capability of accessing the internet from anywhere, at any time, paired with the enormous variety of internet activities in which youth engage—from social networking to chatting to streaming videos to playing games to watching television content—instances of problematic internet behavior have emerged. We conducted an online national survey of 629 US adolescents ages 12–17 years old and a matching survey of one of their parents. We investigated the relationship between problematic internet behavior and parental monitoring, parental mediation of internet use, and parental estimates of their adolescent’s time spent using computers. Analyses showed that problematic internet use was associated with less parental monitoring and parental mediation and poorer parental relationships. Adolescents that spent a lot of time on the computer were also more likely to engage in problematic internet use. Although we cannot determine the direction of the relationships, results support the important role of parents in adolescents’ problematic internet use.

Evaluating Adolescents’ Responses to Internet Ads: Role of Ad Skepticism, Internet Literacy, and Parental Mediation

2020 ◽  
Vol 49 (3) ◽  
pp. 292-308
Author(s):  
Akshaya Vijayalakshmi ◽  
Meng-Hsien (Jenny) Lin ◽  
Russell N. Laczniak
Keyword(s):  
Parental Mediation ◽  
Internet Literacy

Predicting Dysfunctional Internet Use

2016 ◽  
Vol 6 (4) ◽  
pp. 28-43 ◽  
Author(s):  
Benjamin Stodt ◽  
Elisa Wegmann ◽  
Matthias Brand
Keyword(s):  
Internet Addiction ◽  
Internet Use ◽  
The Internet ◽  
Negative Consequences ◽  
Internet Users ◽  
Positive Attitudes ◽  
Reflective Skills ◽  
Internet Literacy

Internet addiction (IA) and cyberbullying (CB) represent two examples of dysfunctional Internet use (DIU) which are accompanied by negative consequences. In terms of prevention, the training of technical and reflective skills (Internet literacy) will be discussed with regard to these patterns. This study investigates the role of age, conscientiousness, and Internet literacy on IA symptoms and the participation in CB. Analyses reveal that positive attitudes towards online production and interaction and lower self-regulative skills can be associated with severe IA symptoms. Cyberbullies display less skills in reflecting on Internet content and also prove to have less self-regulative skills. Younger and less conscientious individuals are more likely to use the Internet dysfunctionally. Furthermore, significant correlations between experiences as a cyberbully and IA symptoms were found. In conclusion, the authors suggest that current media/Internet literacy curricula should be complemented by teaching reflective and regulative skills to prevent Internet users from negative consequences.

Predicting Dysfunctional Internet Use

2019 ◽  
pp. 263-281
Author(s):  
Benjamin Stodt ◽  
Elisa Wegmann ◽  
Matthias Brand
Keyword(s):  
Internet Addiction ◽  
Internet Use ◽  
The Internet ◽  
Negative Consequences ◽  
Internet Users ◽  
Positive Attitudes ◽  
Reflective Skills ◽  
Internet Literacy

Internet addiction (IA) and cyberbullying (CB) represent two examples of dysfunctional Internet use (DIU) which are accompanied by negative consequences. In terms of prevention, the training of technical and reflective skills (Internet literacy) will be discussed with regard to these patterns. This study investigates the role of age, conscientiousness, and Internet literacy on IA symptoms and the participation in CB. Analyses reveal that positive attitudes towards online production and interaction and lower self-regulative skills can be associated with severe IA symptoms. Cyberbullies display less skills in reflecting on Internet content and also prove to have less self-regulative skills. Younger and less conscientious individuals are more likely to use the Internet dysfunctionally. Furthermore, significant correlations between experiences as a cyberbully and IA symptoms were found. In conclusion, the authors suggest that current media/Internet literacy curricula should be complemented by teaching reflective and regulative skills to prevent Internet users from negative consequences.

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