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Internet parenting styles and the impact on Internet use of primary school children
ARTICLE

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Computers & Education Volume 55, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Next to available data about actual Internet use of young children at home, most research especially focuses on the threats and opportunities about active Internet usage. Limited empirical research focuses on the role and impact of parents in this context. In the present study, Internet parenting styles are defined and operationalized to study the impact on actual Internet usage of children at home. Two dimensions are distinguished in Internet parenting styles: parental control and parental warmth. Based on a survey, involving 533 parents from children in primary schools, this Internet usage was studied from the perspective of Internet parenting styles. Results point at high Internet access at home. As to the parenting styles, we observe a dominance of the authoritative parenting style (59.4%). The styles differ when controlling for parent gender, educational background and age. Parenting styles are also linked to level of parent Internet usage, Internet attitude and Internet experience. Parenting styles also significantly affect child Internet usage. The highest child usage level is perceived when parents adopt a permissive parenting style; the lowest level is observed when parents adopt an authoritarian Internet parenting style. The variables Internet parenting style, parent Internet behavior, and parent educational background significantly predict Internet usage of children at home (R2=.44). Theoretical and practical implications are discussed and directions for future research.

Citation

Valcke, M., Bonte, S., De Wever, B. & Rots, I. (2010). Internet parenting styles and the impact on Internet use of primary school children. Computers & Education, 55(2), 454-464. Elsevier Ltd. Retrieved May 22, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.02.009

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