Spanish Minors’ Perception of their Parents’ Role in their Use of Social Media Networks
Keywords:
Downloads
Type:
textAbstract
The role of families in the use of media by children has traditionally been analyzed through different parental mediation strategies, and the most recent research pays attention to the impact of these practices on the generalization of digital media and, in particular of mobile devices and social media. With the aim of analyzing schoolchildren’s perception of the role their families especially parents— have in their management and handling of social networks content (challenges, publications, and monitoring of influencers, disinformation, and hoaxes), a qualitative study was carried out by holding 12 discussion groups among a sample of Spanish minors. Generally speaking, minors’ allusions to family converge to two dimensions: family as a resource for general information or verification (warnings on possible hacks, for example) or as a source of restrictions or limitations when parents deem content improper or excessive. An interesting finding was that minors perceive hoaxes as mostly coming through WhatsApp family groups. Remarkably, students tend to manage two profiles on the same social network: a public account where they friend their parents, and a private one, reserved only for close friends.
Downloads
References
Andrino, B., Grasso D., y Llaneras K. (2019, October 4). ¿Escuela de ricos, escuela de pobres? Cómo la concertada y la pública segregan por clase social. El País. https://bit.ly/37vtH8M
Google Scholar CrossrefAndrino, B., Grasso D., Llaneras K., y Sánchez, Á. (2021, April 29). El mapa de la renta de los españoles, calle a calle. El País. https://bit.ly/3JpRVi0
Google Scholar CrossrefBartau-Rojas, I., Aierbe-Barandiaran, A., y Oregui-González, E. (2018). Parental mediation of the Internet use of Primary students: beliefs, strategies and difficulties. Comunicar, 54, 71-79. https://doi.org/10.3916/C54-2018-07
Google Scholar CrossrefBerger, A. (1998). Media research techniques (2nd ed). Sage Publications.
Google Scholar CrossrefBerrios, L., Buxarrais, M. R., y Garcés, M. S. (2015). ICT use and parental mediation perceived by Chilean children. Comunicar, 22(45), 161-168. https://doi.org/10.3916/C45-2015-17
Google Scholar CrossrefBoyatzis, R. (1995). Transforming qualitative information: Analysis and code development. SAGE.
Google Scholar CrossrefBringué, X., y Sádaba, C. (2008). La generación interactiva en Iberoamérica. Niños y adolescentes ante las pantallas. Fundación Telefónica & Ariel. https://bit.ly/3LOGrGk
Google Scholar CrossrefBringué, X., y Sádaba, C. (2010). Niños y adolescentes españoles ante las pantallas: rasgos configuradores de una generación interactiva. CEE Participación Educativa, 15, 86-104. https://bit.ly/3rbvLK1
Google Scholar CrossrefClark, L. (2011). Parental mediation theory for the digital age. Communication theory, 21, 323-343. https://doi.org/10.1111/j.1468-2885.2011.01391.x
Google Scholar CrossrefCondeza, R., Herrada-Hidalgo, N., y Barros-Friz, C. (2019). New parental mediation roles: Parents’ perceptions of their children’s relationship with multiple screens. Profesional de la Información, 28(4), e280402. https://doi.org/10.3145/epi.2019.jul.02
Google Scholar CrossrefDaneels, R., y Vanwynsberghe, H. (2017). Mediating social media use: Connecting parents’ mediation strategies and social media literacy. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(3), article 5. https://dx.doi.org/10.5817/CP2017-3-5
Google Scholar CrossrefEccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J., y Midgley, C. (1983). Expectancies, values, and academic behaviors. En J. T. Spence (Ed.) Achievement and achievement motives (pp. 75-146). Free man.
Google Scholar CrossrefEmpantallados y Gad3 (Eds.) (2021). El impacto de las pantallas en la vida familiar. Familias y adolescentes tras el confinamiento: nuevos retos educativos y oportunidades. https://bit.ly/3uihKMz
Google Scholar CrossrefEsterberg, K. (2002). Qualitative methods in social research. McGraw-Hill.
Google Scholar CrossrefFeijoo, B., Sádaba, C., y Martínez, G. (2021). On My Own: Acquiring Technical Digital Skills for Mobile Phone Use in Chile. Parents-children Perceptions. International Journal of Media and Information Literacy, 6(2), 289-298. https://doi.org/10.13187/ijmil.2021.2.289
Google Scholar CrossrefFrechette, J. D., y Williams, R. (Eds.). (2015). Media education for a digital generation. Routledge.
Google Scholar CrossrefHaddon, L., Cino, D., Doyle, M., Livingstone, S., Mascheroni G., y Stoilova, M. (2020) Children's and young people's digital skills: a systematic evidence review. (2nd version). ySKILLS. http://doi.org/10.5281/zenodo.4274654
Google Scholar CrossrefHammer, M., Scheiter, K., y Stürmer, K. (2021). New technology, new role of parents: How parents' beliefs and behavior affect students’ digital media self-efficacy. Computers in Human Behavior, 116, 106642. https://doi.org/10.1016/j.chb.2020.106642.
Google Scholar CrossrefHelsper, E J., Schneider, L. S., van Deursen, A.J.A.M., y van Laar, E. (2021). The youth Digital Skills Indicator. (Versión 1). ySKILLS. http://doi.org/10.5281/zenodo.4476540
Google Scholar CrossrefHernández, R., Fernández, C. y Baptista, M. (2010). Metodología de la investigación (5a ed.). McGraw-Hill.
Google Scholar CrossrefHolloway, D., Green, L., y Livingstone, S. (2013). Young children and their internet use. Zero to eight. EU kids.
Google Scholar CrossrefJacobs, J. E., y Eccles, J. S. (2000). Parents, task values, and real-life achievement-related choices. En C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation (pp. 405-439). Academic Press. https://doi.org/10.1016/B978-012619070-0/50036-2
Google Scholar CrossrefJiménez-Iglesias, E. J., Garmendia-Larrañaga, M. S., y Casado-del-Río, M. Á. (2015). Percepción de los y las menores de la mediación parental respecto a los riesgos en internet. Revista Latina de Comunicación Social, (70), 49-68. https://doi.org/10.4185/RLCS-2015-1034
Google Scholar CrossrefJiménez-Morales, M., Montaña, M., y Medina-Bravo, P. (2020). Childhood use of mobile devices: Influence of mothers’ socio-educational level. Comunicar, 64, 21-28. https://doi.org/10.3916/C64-2020-02
Google Scholar CrossrefLitt, E. (2013). Measuring users’ internet skills: A review of past assessments and a look toward the future. New Media & Society, 15(4), 612-630. https://doi.org/10.1177/1461444813475424
Google Scholar CrossrefLivingstone, S., y Blum-Ross, A. (2020). Parenting for a digital future: How hopes and fears about technology shape children's lives. Oxford University Press.
Google Scholar CrossrefLivingstone, S., Haddon, L., Görzig, A., y Ólafsson, K. (2011). Risk and safety on the internet: The perspective of European children. Full findings from the EU Kids Online survey of 9-16 year olds and their parents. EU Kids Online, LSE. https://bit.ly/3uhCML9
Google Scholar CrossrefLivingstone, S., Ólafsson, K., Helsper, E.J., Lupiáñez-Villanueva, F., Veltri, G.A., y Folkvord, F. (2017). Maximizing opportunities and minimizing risks for children online: The role of digital skills in emerging strategies of parental mediation. Journal of Communication, 67(1), 82–105. https://doi.org/10.1111/jcom.12277
Google Scholar CrossrefLópez-De-Ayala, M.C., Martínez-Pastor, E., y Catalina-García, B. (2019). Nuevas estrategias de mediación parental en el uso de las redes sociales por adolescentes. El profesional de la información, 28(5), e280523. https://doi.org/10.3145/epi.2019.sep.23
Google Scholar CrossrefLozano-Blasco, R., Mira-Aladrén, M., y Gil-Lamata, M. (2023). Redes sociales y su influencia en los jóvenes y niños: Análisis en Instagram, Twitter y YouTube. Comunicar: Revista científica iberoamericana de comunicación y educación, (74), 125-137. https://doi.org/10.3916/C74-2023-10
Google Scholar CrossrefMarsh, J., Mascheroni, G., Carrington, V., Árnadóttir, H., Brito, R., Dias, P., Kupiainen, R., y Trueltzsch-Wijnen, C. (2017). The Online and Offline Digital Literacy Practices of Young Children: A Review of the Literature.
Google Scholar CrossrefMartín-Ramallal, P., y Ruiz-Mondaza, M. (2022). Agentes protectores del menor y redes sociales: El dilema de TiKToK. Revista Mediterránea de Comunicación: Mediterránea Journal of Communication, 13(1), 31-49. https://doi.org/10.14198/MEDCOM.20776
Google Scholar CrossrefMartínez, G., Casado, M. A., y Garitaonandia, C. (2020). Online parental mediation strategies in family contexts of Spain. Comunicar, 65, 67-76. https://doi.org/10.3916/C65-2020-06
Google Scholar CrossrefMascheroni, G., y Ólafsson, K. (2014). Net Children Go Mobile: risks and opportunities. Second Edition. Educatt. https://bit.ly/3jlsJ1b
Google Scholar CrossrefNikken, P., y Jansz, J. (2014). Developing scales to measure parental mediation of young children's internet use. Learning, Media and technology, 39(2), 250-266. https://doi.org/10.1080/17439884.2013.782038
Google Scholar CrossrefSánchez, M., Frutos-Torres, B., y Vázquez-Barrio, T. (2017). La influencia de los padres en la adquisición de habilidades críticas en Internet. Comunicar, 25(53), 103-111. https://doi.org/10.3916/C53-2017-10
Google Scholar CrossrefSchreurs, L., y Vandenbosch, L. (2021). Introducing the Social Media Literacy (SMILE) model with the case of the positivity bias on social media. Journal of Children and Media, 15(3), 320-337. https://doi.org/10.1080/17482798.2020.1809481
Google Scholar CrossrefShin, W. (2017). Active mediation of television, internet and mobile advertising. Young Consumers, 18(4), 378-392. https://doi.org/10.1108/YC-06-2017-00700
Google Scholar CrossrefSilverstone, R. (Ed.). (2005). Media, technology and everyday life in Europe: from information to communication. Ashgate.
Google Scholar CrossrefSmahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., Livingstone, S., y Hasebrink, U. (2020). EU Kids Online 2020: Survey results from 19 countries. EU Kids Online. https://doi.org/10.21953/lse.47fdeqj01ofo
Google Scholar CrossrefStephen, C., Stevenson, O., y Adey, C. (2013). Young children engaging with technologies at home: The influence of family context. Journal of Early Childhood Research, 11(2), 149-164. https://doi.org/10.1177/1476718X12466215
Google Scholar CrossrefSymons, K., Ponnet, K., Emery, K., Walrave, M., y Heirman, W. (2017). A factorial validation of parental mediation strategies with regard to internet use. Psychologica Belgica, 57, 93–111. https://doi.org/https://doi.org/10.5334/pb.372
Google Scholar CrossrefTerras M., y Ramsay J. (2016). Family digital literacy practices and children’s mobile phone use. Frontiers in psychology, 7, 1957. https://doi.org/10.3389/fpsyg.2016.01957
Google Scholar CrossrefTorrecillas-Lacave, T., Vázquez-Barrio, T., y Monteagudo-Barandalla, L. (2017). Percepción de los padres sobre el empoderamiento digital de las familias en hogares hiperconectados. El profesional de la información, 26(1), 96-104. https://doi.org/10.3145/epi.2017.ene.10
Google Scholar CrossrefWarren, R. (2005). Parental Mediation of Children’s Television Viewing in Low-Income Families. Journal of Communication, 55(4), 847-63. https://doi.org/10.1111/j.1460-2466.2005.tb03026.x
Google Scholar CrossrefZaman, B., Nouwen, M., Vanattenhoven, J., de Ferrerre, E., y Van Looy, J. (2016). A Qualitative inquiry into the contextualized parental mediation practices of young children’s digital media use at home. Journal of Broadcasting & Electronic Media, 60, 1-22. https://doi.org/10.1080/08838151.2015.1127240
Google Scholar CrossrefDownloads
Published
Metrics
Almetric
Dimensions
How to Cite
Issue
Section
License
Copyright (c) 2023 Beatriz Feijoo, Charo Sádaba, Adela López-Martínez
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
