ABSTRACT

Through a re-analysis of survey data collected with a sample of 9,731 youth aged 11–17 from 10 European countries, the article explores how some of the most popular online activities for children and young people (i.e., informational, social, and entertainment activities) relate to different types of perceived digital skills, as well as individual and social characteristics (such as age, gender, emotional problems, sensation seeking, parental mediation, and family environment). Furthermore, this paper looks at the moderating role of the family environment between enabling parental mediation and online activities. Using multi-group structural equation modeling we found that emotional problems, perceived informational and social digital skills, and enabling parental mediation were associated with informational online activities; sensation seeking, perceived informational digital skills, and enabling and restrictive parental mediation were associated with social online activities; and restrictive parental mediation was associated with entertainment online activities. Implications of these findings for educators, policy-makers, and parents are outlined, as well as limitations and future directions.

摘要

通过对来自 10 个欧洲国家的 9,731 名 11-17 岁青少年样本收集的调查数据进行重新分析，本文探讨了一些最受儿童和青少年欢迎的在线活动（即信息、社交和娱乐活动） ) 与不同类型的感知数字技能以及个人和社会特征（如年龄、性别、情绪问题、寻求感觉、父母调解和家庭环境）有关。此外，本文着眼于家庭环境在支持父母调解和在线活动之间的调节作用。使用多组结构方程模型，我们发现情绪问题、感知信息和社交数字技能以及启用父母调解与信息在线活动相关；感觉寻求，感知到的信息数字技能以及启用和限制性的父母调解与社交在线活动相关；限制性父母调解与在线娱乐活动有关。概述了这些发现对教育工作者、政策制定者和家长的影响，以及局限性和未来方向。