Consistent and Appropriate Parental Restrictions Mitigating Against Children's Compulsive Internet Use: A One-Year Longi
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Consistent and Appropriate Parental Restrictions Mitigating Against Children’s Compulsive Internet Use: A One‑Year Longitudinal Study Anika Miltuze1 · Sandra B. Sebre1 · Baiba Martinsone1 Accepted: 30 August 2020 © Springer Nature B.V. 2020
Abstract The aim of this study was to examine internet use of primary school-aged children in association with child-parent relationship, parenting practices in general and in regard to the child’s internet use, as potential protective or risk factors for the development of child compulsive internet use (CIU). Participating in this study were 261 children (aged 8–11 years old) and one of their parents at the first measurement time, with 236 of these child-parent dyads participating at the second measurement time one year later. At both measurement times the children completed the Compulsive Internet Use Scale (Meerkerk et al. in Cyberpsychol Behav 12:1–6, 2009) and answered questions about the child-parent relationship, as well as parental restrictions on internet use. Parents completed items regarding parenting practices in general, and specific internet-related parenting practices. Correlational analysis showed that child CIU is positively associated with Inconsistent parenting, Forbidding internet access, and Technical Control of internet use. CIU was negatively associated with positive child-parent relationship and internet-related rules set by the parents. Regression analyses further suggested that the optimization of online opportunities and minimization of risks can be facilitated by positive child-parent relationships and consistent parenting practices, both general and internet-related, with appropriately applied internet use limitations. Keywords Parenting · Rules · Control of internet use · Compulsive internet use
* Anika Miltuze [email protected] Sandra B. Sebre [email protected] Baiba Martinsone [email protected] 1
Department of Psychology, Faculty of Education, Psychology and Art, University of Latvia, Riga, Latvia
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1 Introduction Children’s digital media use is becoming an essential aspect of the learning process at school, and parental involvement with the child’s use of digital technologies in the home has become equally essential in order to help maximize the opportunities and to minimize the potential risks involved with digital media use. Worldwide internet usage for 2019 has been estimated at 4.57 billion users, 58.7% of the world’s population. The percentage of internet users is highest between the ages of 15–24, with 71% of youths worldwide engaged in online activity (UNICEF 2017), and the numbers of children 5 to 15 years old using digital media is increasing each year, with media use becoming an almost inevitable part of the academic process in many countries. In Latvia 89% of children, ages 9 to 12 years access the internet at home via their smartphones each day, and the activities that they most often engage in are video clip watching, messaging, social networking and listening to music (Kultūras mi
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