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The changing media environment and its impact on socialization processes in families
Abstract
The change of our media environment generates new topics for social research. Trends in media development like an increase in connectivity, mobilization and differentiation have far-reaching consequences for socialization processes: the blurring of social interactions, role shifts and spatial extension are only a few of them. In this article, we focus on consequences for media socialization in families and examine potential transformations of family as socialization agent against the background of mediatization. In a synopsis of theoretical approaches and empirical results, we want to give an overview of the current perspectives and discuss future challenges for research.
... The present communication landscape has inevitably shifted from in-person communication to technology-mediated contexts, which are now facilitated through social media messaging apps [1]. In the past decade, social media messaging platforms have been introduced into the family context, which has increased connectivity among family members [2]. This increased technology-mediated connectivity has social implications for family dynamics and communication [3,4]. ...
... The purpose of this study was to understand (1) the topics that families talk about and share on their family group chats, (2) family members' openness to cancer prevention conversations in the group chat context, and (3) how to introduce the topic of cancer prevention into family group chats to normalize the topic as a family conversation and increase its acceptability. We also sought to assess the feasibility of implementing an intervention to initiate conversations regarding colorectal and cervical cancer screening in group chat contexts among Vietnamese families. ...
Background:
Families use social media group chats to connect with each other about daily life and to share information. Although cancer is not a frequent topic of conversation in family settings, the adoption of mobile technology in the family context presents a novel opportunity to promote cancer prevention information. To the best of our knowledge, few studies have used private social media group chats to promote cancer prevention information to family members.
Objective:
In this formative study, we investigated how family group chat platforms can be leveraged to encourage colorectal cancer screening, human papillomavirus vaccination, and cervical cancer screening among intergenerational Vietnamese American families. This study aimed to cocreate a family-based communication intervention for introducing cancer screening information in family group chats. We sought to understand family members' motivations for using group chats, family dynamics and conversation patterns, and group chat experiences and cultural norms for interacting with family members.
Methods:
Overall, 20 audio-recorded and semistructured interviews were conducted with young Vietnamese adults. The study was conducted between August and October 2018. Participants were Vietnamese Americans; aged between 18 and 44 years; living in Orange County, California; had an existing family group chat; and expressed an interest in becoming family health advocates. Data were analyzed using a framework analysis.
Results:
In total, 13 (65%) of the 20 young adults reported having >1 group chat with their immediate and extended family. Preventive health was not a typical topic of family conversations, but food, family announcements, personal updates, humorous videos or photos, and current events were. Young adults expressed openness to initiating conversations with family members about cancer prevention; however, they also raised concerns that may influence family members' receptivity to the messages. Themes that could potentially impact family members' willingness to accept cancer prevention messages included family status and hierarchy, gender dynamics, relational closeness in the family, and source trust and credibility. These considerations may impact whether families will be open to receiving cancer screening information and acting on it. The participants also mentioned practical considerations for intervention and message design, which included the Vietnamese cultural conversation etiquette of hỏi thăm, respect for a physician's recommendation, prevention versus symptom orientation, the family health advocate's bilingual capacity, and the busy lives of family members. In response to exemplar messages, participants mentioned that they preferred to personalize template messages to accommodate conversational norms in their family group chats.
Conclusions:
The findings of this study inform the development of a social media intervention for increasing preventive cancer screening in Vietnamese American families.
... Wie können Kinder und Jugendliche in ihrer Entwicklung einen Bildungsprozess durchlaufen, der sie befähigt, ihr Menschsein selbstbestimmt zu verwirklichen und gleichzeitig zur Erhaltung und Weiterentwicklung der Gesellschaft beizutragen? (Spanhel 2010a;Kammerl und Kramer 2016) Als Antwort auf die Folgen der tief greifenden Medienentwicklungen für die Heranwachsenden haben sich bereits im 20. Jahrhundert die Institutionen des Kinder-und Jugendmedienschutzes einerseits und der Medienpädagogik andererseits herausgebildet. ...
... Sie beruhen auf der Ausrichtung des Handelns an gemeinsamen Sinnorientierungen. Das ist die Grundlage für die Sozialisationsprozesse, die aber heute immer brüchiger wird (Kammerl und Kramer 2016). ...
Im Folgenden wird die These vertreten, dass unter den Bedingungen mediatisierter Lebenswelten ein gedeihliches Aufwachsen mit Medien weder allein durch Massnahmen des Kinder- und Jugendmedienschutzes, noch allein durch eine umfassende Medienkompetenzförderung gesichert werden kann. Um die Notwendigkeit für ein abgestimmtes Zusammenwirken zwischen den Institutionen des Medienschutzes und der Medienpädagogik zu begründen, muss das Medienhandeln der Heranwachsenden in den mediatisierten Kontexten ihrer Alltagswelt in Familie, Kita, Schule und Freizeit aus einer systemtheoretischen Perspektive analysiert werden. Aus dieser Sicht ist ihr Medienhandeln sinnorientiert und als Ergebnis innerpersonaler Regulationsprozesse zu verstehen. Es findet in Form medialer Kommunikationsprozesse statt, in denen die psychischen Systeme der Heranwachsenden und die für sie relevanten sozialen Systeme wechselseitig aufeinander einwirken. Dabei bilden sich Kommunikationsmuster aus, in denen die Heranwachsenden ihre eigenen Bedürfnisse, Interessen und Ziele zu verfolgen suchen, aber auch den Erwartungen, Normen und Regeln der sozialen Systeme gerecht werden müssen. Durch eine Analyse der Muster und Regeln dieser kommunikativen Austauschprozesse werden die Faktoren aufgedeckt, die auf das selbstregulierte Medienhandeln der Heranwachsenden einwirken. Dabei wird sichtbar, welche notwendigen, aber gleichwohl begrenzten Einflussmöglichkeiten sowohl Medienschutz als auch medienpädagogische Massnahmen in diesem Faktorengeflecht haben. Auf dieser Basis lassen sich Notwendigkeit und Möglichkeiten ihres konzertierten Zusammenwirkens für bessere Bedingungen des Aufwachsens aufweisen. Als Grundlage für ein Modell medienpädagogischen Handelns, das Schutzfunktion und pädagogische Unterstützung verbindet, wird das Konzept einer kontextuellen Steuerung des Medienhandelns der Heranwachsenden entwickelt. Es beruht auf der Gestaltung der Sinn stiftenden Kontexte für ihr Medienhandeln in Familie, Kita, Schule und Freizeit. Nur in einem Austarieren von Grenzsetzungen, Autonomiegewährung und medienpädagogischer Begleitung eröffnen sich den Kindern und Jugendlichen in diesen Kontexten Spielräume, in denen sie lernen, persönliche und soziale Sinnorientierungen aufeinander abzustimmen und so ihr Medienhandeln eigenverantwortlich zu steuern. Für die praktische Umsetzung werden Prinzipien, Ansatzpunkte und konkrete Beispiele für die schwierige Aufgabe einer kontextuellen Steuerung des Medienhandelns aufgezeigt. Diese steht nicht im Widerspruch zur Selbstregulation psychischer und sozialer Systeme, bietet aber immerhin eine reelle Chance, den Entwicklungsprozess der Kinder und Jugendlichen unter den Bedingungen sich rasch wandelnder mediatisierter Lebenswelten an den Sinnkriterien intellektueller und moralischer Autonomie und der Befähigung zu verantwortlicher sozialer Teilhabe auszurichten.
... Innerhalb der Sozialisationsforschung wird Sozialisation heute von der Mehrheit der Forschenden aus einer interaktionistischen Perspektive betrachtet (Kammerl & Kramer 2016). Im Anschluss an die allgemeine Definition von Hurrelmann kann dabei Sozialisation als "Prozess der Konstituierung der Persönlichkeit in wechselseitiger Abhängigkeit von und in kontinuierlicher Auseinandersetzung mit der gesellschaftlich vermittelten sozialen und dinglich-materiellen Umwelt einerseits und der biophysischen Struktur des Organismus andererseits" (Hurrelmann 1999, S. 481) Ausgehend von der diagnostizierten Pluralisierung der Lebensstile erscheint es notwendig, dass in der Sozialforschung differenziertere Kategorien verwendet werden, als die der sozialen Schicht oder der Familienform. ...
... Wenn aus Bildsamkeit die Selbstbestimmung folgt, dann hat Medienbildung allein den Zweck, im Kontext einer mediatisierten Gesellschaft die individuelle wie gesellschaftliche Selbstbestimmung zu sichern. Vorranging sollte es in der Bildung für eine Kultivierung der mediatisierten Gesellschaft deshalb darum gehen, die Eigenaktivität, die Kritikfähigkeit und die Kreativität der nachwachsenden Generation zu fördern, um individuelle Selbstbestimmung und gesellschaftliche Souveränität zu ermöglichen (Kammerl, 2016). ...
... Zeitschrift für Theorie und Praxis der Medienbildung Medien erste Medienerfahrungen (Kammerl und Kramer 2016;Lange und E. Sander 2010;Wendt 2021). Mit zunehmendem Alter kommen darüber hinaus noch weitere Personen und soziale Domänen, im Sinne eines sozialen Feldes oder Systems (Hasebrink und Hepp 2017, 334) wie Bildungsinstitutionen und der Freundeskreis, hinzu, die ebenfalls einen entscheidenden Einfluss auf deren Mediennutzung haben (können) (J. ...
Vor dem Hintergrund einer tiefgreifend mediatisierten Lebenswelt und dem damit verbundenen Wandel von Medienumgebungen, familialen Medienensembles und kindlichen Medienrepertoires widmet sich die vorliegende kumulative Dissertation der Fragestellung, wie sich elterliche Medienerziehung gestaltet. Hierbei wird das Ziel verfolgt, medienbezogene Erziehungsprozesse sowohl theoretisch, methodologisch als auch empirisch zu erfassen. Die Thematik wurde anhand von vier Artikeln bearbeitet. Ein Beitrag verdeutlicht unter Aufarbeitung des aktuellen Forschungsstandes und eigener empirischer Ergebnisse aus theoretischer und methodologischer Perspektive, wie der Ansatz der kommunikativen Figurationen eine umfassende Betrachtung elterlicher Medienerziehung, nicht nur als relationale, sondern auch als situative und über die Zeit hinweg dynamische Aushandlungsprozesse zwischen allen beteiligten Akteur:innen, ermöglicht. Dabei werden insbesondere Machtdynamiken und die Bindung zwischen Eltern und Kindern bzw. Jugendlichen, aber auch weiteren wichtigen Personen und sozialen Domänen berücksichtigt. In drei Artikeln wurden darüber hinaus empirische Erkenntnisse zu elterlicher Medienerziehung anhand von qualitativen und quantitativen Daten zweier Panelstudien eigenständig hervorgebracht. Die längsschnittlichen Daten lieferten dabei jeweils die Perspektiven der Erziehenden als auch der Zu-Erziehenden, die über mehrere Zeitpunkte hinweg erhoben und analysiert wurden. Unterschiedliche Kohorten mit gerade eingeschulten Kindern (ab sechs Jahren) bis hin zu Jugendlichen in der späten Adoleszenz (bis 17 Jahre) ermöglichen einen Einblick über eine grosse Zeitspanne des Aufwachsens. Zwei qualitative Ergebnisse darstellende Artikel geben einerseits Aufschluss darüber, wie elterliche Medienerziehung in den familialen Mediensozialisationsprozess eingebunden ist und welchen Stellenwert sie dort einnimmt. Andererseits verdeutlicht der zweite Beitrag, inwiefern Medienerziehung als dynamische Machtbalance zwischen Eltern, deren Kindern und weiteren familienexternen Akteur:innen verstanden werden kann. Ein Artikel, der quantitative Ergebnisse vorstellt, berücksichtigt dagegen, inwiefern sich Eltern in ihrer Medienerziehung konstant verhalten, ebenso wie Unterschiede in den Sichtweisen von Erziehenden und Zu-Erziehenden. Die Dissertation beleuchtet demnach nicht nur den aktuellen Stand der Forschung zu elterlicher Medienerziehung, sondern bringt eigene theoretische, methodologische und empirische Ergebnisse hervor.
... The increasing digitization is changing the lives of children and young people [2], and it poses new challenges for socialisation and school education in our society. In particular in primary schools, the requirements of the digital world must be addressed as early as in the school entry phase, so that students are empowered to act responsibly within their environment [3]. ...
Digitization is a crucial process that is transforming our modern lives. As such, it is essential for students to be able to act maturely in a digital world and to participate in society responsibly, based on their education [1]. This is where digital literacy comes in as a key competence for both: social participation and self-determination in a digital world. To gain a deeper understanding of the digital technologies that surround us, computing education is a valuable way to go. It can help to explain the underlying principles and phenomena of the digital world. Many countries have begun incorporating it into their primary school curriculum. In Germany, and in particular in its federal state North Rhine-Westphalia, computing education is embedded in the Primary Social and Science Education (PSE, in German Sachunterricht). However, there is currently a lack of comprehensive training and education concepts for (future) teachers and corresponding teaching materials to include computing education in this subject, aside from research projects. To support the integration of computing education into PSE, we have developed teaching materials on Artificial Intelligence (AI) using identification apps. These materials provide students with insights into how AI systems perform classification tasks, such as determining different types of leaves, and cover basic concepts of Machine Learning (ML). The materials have been tested in one primary school class and validated by student teachers during their teaching internship semester. This paper describes the action-oriented materials and first classroom experiences.
... Cabe destacar también la proliferación de medios de comunicación escritos, que hoy día se han popularizado por las ediciones digitales y donde el rigor periodístico, a veces, brilla por su ausencia; así como canales sin licencia de televisión digital terrestre (TDT), que sirven más de "nuevo medio de propaganda de los regímenes" sustentados por grandes empresas, y con tal poder que son capaces de cambiar el rumbo de determinados países (Kammerl & Kramer, 2016). ...
Introduction
The main objective of this doctoral thesis is to investigate the social representations of disability, in general, in cartoons, taking the case of Family Guy as an example, as it is one of the series where most characters with this condition appear. After an initial review of the literature, it was found that there was a niche for research on disability and cartoons, so it was decided to watch some episodes and, given the high content of the subject matter, it was concluded that the most suitable approach would be to analyse all the episodes, limiting from season 1 to 16 because, between them, there were 309 episodes of 20 minutes each.
Objectives and hypotheses
Before analysing the chapters, a script was prepared with 25 questions for in-depth semi-structured interviews with people with disabilities, family members, professionals in the field and professionals with disabilities. Validated by 4 experts, 12 interviews were conducted in which, in addition to general questions, they were shown a video with several cuts from the series, and after an initial reading of the transcripts and having checked the main themes and concerns, as well as the researcher's own interests, the second method was developed: a matrix in the SPSS programme with 28 indicators, also validated by 4 experts, to mark each time one appeared in the chapter, and also to transcribe the specific scene in a document. Finally, and as an accessory methodology, an online questionnaire was distributed among associations of people with disabilities, with 31 closed and open questions, asking about the same subject matter as in the interviews and showing the same video, to which 155 people responded, although only 152 were valid.
The methodology used was mixed: for the interviews, a quantitative analysis of the percentages and a qualitative analysis by means of content and discourse analysis, and the Atlas. Ti. For the chapters, qualitative for the critical discourse and content analysis, and SPSS for the quantitative. And for the survey, Google Docs itself generated the quantitative data automatically.
In the critical discourse and content analysis of the chapters, the data were divided into three groups: general data, direct data (when there was interaction with the character with a disability), and indirect data (when there was no interaction, only referring to him/her).
Main results
As a general result, the first 4 hypotheses were partially validated, and the whole of the 5th hypothesis regarding the reproduction of traditional patterns towards disability. The non-validated parts of the hypotheses refer to the general content analysis of the series, as the interviews and online questionnaires validated them 100%.
Conclusion
Having analysed the data, the main conclusion was that the cases in which there is a traditional and negative representation of disability occur to a greater extent when there is a direct interaction with the person. Furthermore, it shows the concern of the people interviewed and surveyed about how these representations and stereotypes could affect childhood and adolescence. Therefore, a specific educational-communication strategy on disability that develops the critical spirit of citizens in the face of humour content that is not always interpreted in the same way is deemed necessary.
... As a result, there has been a shift in the behavior of distributing and consuming information, which initially only referred to conventional media as the only source of information to switch to social media as a source of reference for the currently needed information. Kammerl & Kramer say that, in this shift, information is massively produced in social media by individuals and disseminated quickly and widely [10]. These factors make Instagram a means of professional development and use in education [11]. ...
... Dengan pesatnya perkembangan teknologi, kebutuhan akan hadirnya media yang interaktif semakin nyata. Pola-pola baru komunikasi dan pencarian informasi melalui media yang dilakukan masyarakat, sangat relevan dengan fitur-fitur yang disediakan oleh media sosial (Kammerl & Kramer, 2016). Media sosial memfasilitasi aktivitas berkomunikasi dengan orang lain serta memungkinkan penggunanya untuk menerbitkan, mengedit, dan berbagi konten dengan sejumlah orang yang tak terbatas karena terhubung oleh alogaritma yang dimiliki media sosial (Schmidt, 2013 Dalam bukunya, Nasrullah menjelaskan bahwa salah satu karakteristik yang dimiliki media sosial adalah dapat membentuk jaringan antar penggunanya (Nasrullah, 2015). ...
RSUD Pandega Pangandaran adalah sebuah rumah sakit pemerintah baru sehingga memiliki tantangan untuk dapat memperkenalkan rumah sakit kepada masyarakat melalui media sosial. Rumah sakit juga memiliki kewajiban untuk melaksanakan Promosi Kesehatan sesuai dengan Peraturan Menteri Kesehatan melalui kegiatan menginformasikan, mempengaruhi, dan membantu masyarakat agar berperan aktif untuk mendukung perubahan perilaku dan lingkungan serta menjaga dan meningkatkan kesehatan menuju derajat kesehatan yang optimal. Dengan pengelolaan media sosial yang baik, rumah sakit dapat menyajikan berbagai informasi kesehatan untuk masyarakat. Tujuan penelitian ini adalah untuk mengetahui pengelolaan media sosial yang dilakukan oleh RSUD Pandega Pangandaran dengan menggunakan model sirkuler SoMe dari Regina Luttrel. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Hasil penelitian menunjukkan bahwa RSUD Pandega Kabupaten Pangandaran secara aktif membagikan informasi seputar rumah sakit dan informasi kesehatan. Optimalisasi media sosial dilakukan dengan menetapkan standar dalam desain konten, keterangan gambar dan tagar yang digunakan dalam setiap unggahan di akun media sosial agar konten yang diunggah konsisten. Pengelolaan media sosial RSUD Pandega dilakukan secara manual dengan mengamati insight media sosial. Interaksi pengikut pada media sosial belum optimal serta engagement rate masih menjadi tantangan bagi pengelola media sosial RSUD Pandega. Pengelola dapat memaksimalkan fitur yang ada pada media sosial dan meningkatkan interaksi dengan pengguna media sosial.Kata kunci: Humas; Informasi; Media Sosial; Promosi Kesehatan; Rumah Sakit.
... Mediatization, conceptualized as media socialization, has been investigated in some research. The media effect refers to people's socialization processes depending on media use (Genner and Süss, 2015;Kammerl and Kramer, 2016). While this concept expresses the diversification of new communication networks and media tools that have started to be used by society with the internet, it also refers to social changes (Genner and Süss, 2017). ...
... One of the most pervasive findings within the communications literature is the widespread dissemination of stereotyped images and messages in the media and how they can shape viewers' perception of the real world (Ramasubramanian, 2011;Saleem & Ramasubramanian, 2017;Tal-Or et al., 2009). It has been suggested that the mainstream media provides adolescents with models of socially accepted behaviors especially for minority groups (e.g., style of speech, style of dress, music/dance preferences (Adams & Stevenson, 2012;Bergin & Cooks, 2002;Davis et al., 2019;Kammerl & Kramer, 2016), and offers critical insight into how members of their own racial/ethnic group are viewed (Saleem & Ramasubramanian, 2017;Ward, 2004). Black youth internalize these media representations and integrate them into their daily experiences of how they see the world and how they expect to be perceived (Adams-Bass et al., 2014b), which has an impact on the psychosocial development of Black children and adolescents (Adams-Bass et al., 2014a;Jerald et al., 2017;Prot et al., 2015;Stephens & Phillips, 2003;Wallace et al., 2011;Ward, 2004). ...
The presence of stereotypical images of Black women in media has been well-documented throughout the literature. Existing evidence has indicated that these images contribute to a wide range of negative psychological and behavioral consequences for Black women and girls including decreased self-esteem, poorer interpersonal relationships and adverse mental health. However, despite the prevalence of stereotypical portrayals of Black women perpetuated in the media, evidence suggests that many Black adolescent girls are often resilient to the media’s effects. Prior research contends that this may be due to the individual’s appraisal of these images suggesting a need to investigate individual difference factors that may serve to shape appraisal. The current study is an examination of the relationship between exposure to stereotypical media images and appraisal in a sample of 66 adolescent Black girls. It was hypothesized that increased exposure to stereotypical media images of Black women would be associated with a negative appraisal of these images and that the relationship between frequency of exposure and appraisal would be moderated by racial identity. Results indicated that more frequent exposure to these images was in fact associated with a more negative appraisal and this relationship was moderated by racial identity.
... Die Familie bietet als soziale Domäne, in die das Kind hineingeboren wird, den Heranwachsenden die Möglichkeit für erste Medienerfahrungen (Kammerl und Kramer 2016). Eltern ermöglichen ihren Kindern durch das jeweilige Medienensemble der Familie den Zugang zu einem individuellen Medienrepertoire 1 , welches die Erziehenden andererseits auf bestimmte Medienpraktiken beschränken und in welchem sie -ebenso wie Geschwisterkinder -als Co-Nutzende oder Vorbilder auftreten (Çankaya und Odabaşı 2009;Kammerl, Zieglmeier, und Wartberg 2020). ...
Eine längerfristige Betrachtung elterlicher Medienerziehung findet noch kaum Beachtung. Ziel des vorliegenden Beitrags ist es Parental Mediation Strategien (aktive, restriktive und technische Mediation, ebenso wie Monitoring) empirisch über einen längeren Zeitraum zu untersuchen. Ein multiperspektivischer Ansatz ermöglicht einen Vergleich zwischen Eltern- und Jugendlichenperspektive. Eine besondere Rolle spielt zudem die Frage, wie konsequent sich Eltern in diesen Erziehungsstrategien verhalten und ob ebenfalls zeitliche Veränderungen beobachtbar sind. Die quantitative Panelstudie «Verläufe exzessiver Internetnutzung in Familien (VEIF)» liefert über vier Erhebungswellen im Abstand von etwa einem Jahr Daten aus Eltern- und Jugendlichensicht. So kann durch die Auswertung ein multiperspektivischer und längsschnittlicher Einblick gewonnen werden. Die Heranwachsenden waren zu Beginn zwischen 12 und 14 Jahren alt. Zwischen den Einschätzungen aus Jugendlichen- und Elternsicht zeigen sich mittlere bis starke Zusammenhänge, in den Mittelwerten allerdings auch signifikante Unterschiede. So werden die verschiedenen Strategien aus Erziehendenperspektive häufiger angewandt als aus Sicht der Jugendlichen. Längsschnittlich nehmen die Mittelwerte der eingesetzten Strategien aus beiden Sichtweisen signifikant ab. Anders gestaltet es sich in Bezug auf die inkonsistente Mediation: Eltern schätzen sich insgesamt konsequenter in ihrer Medienerziehung ein als die Heranwachsenden dies tun und es handelt sich aus beiden Perspektiven um einen zeitlich relativ stabilen Aspekt.
... Terjadi pergeseran perilaku penyebaran dan konsumsi informasi, dari yang awalnya hanya merujuk dan menjadikan media konvensional sebagai satu-satunya sumber informasi hingga beralih dan menjadikan media sosial sebagai sumber rujukan lain atas berbagai informasi yang dibutuhkan. Pergeseran ini terjadi karena informasi di media sosial diproduksi secara massif oleh individu dan disebarkan dengan cepat dan luas (Kammerl & Kramer, 2016). Kecepatan dan jangkauan informasi yang luas inilah yang membuat Instagram bahkan telah digunakan sebagai sarana pengembangan profesional dan pemanfaatan di bidang edukasi (Shafer et al., 2018). ...
Malang merupakan salah satu kota yang memiliki banyak kafe untuk generasi muda. Berbagai kafe ini bersaing untuk mendapatkan konsumen melalui berbagai macam strategi untuk mempererat hubungan dengan konsumennya, salah satunya melalui media sosial Instagram. Salah satu kafe yang menarik di Kota Malang adalah Oksigen Kafe karena berbasis komunitas seni, budaya, dan sastra. Tujuan penelitian ini adalah ingin melihat efektivitas penggunaan Instagram @Oksigen_Cafe dalam menjalin hubungan dengan customer-nya melalui konsep the circular model of some dari Regina Lutrell, yaitu share, optimize, manage, dan engage. Penelitian ini menggunakan metode kualitatif dengan sumber data primer berupa dokumentasi @Oksigen_Cafe, lalu diperkuat dengan sumber sekunder berupa wawancara dengan pemilik kafe. Hasilnya diketahui bahwa kafe ini memanfaatkan Instagram secara maksimal dengan cara mengunggah setiap informasi yang menarik (share) dan melakukan percakapan secara empatik dengan followers (engage). Namun untuk optimalisasi media sosial masih kurang dilakukan (optimize), termasuk kurangnya pemahaman cara memanfaatkan tools marketing baik secara gratis maupun berbayar (manage). Keunggulan dari Instagram @Oksigen_Cafe khususnya pada penataan feed dan story yang kompak dan berdasarkan moment yang sedang trend. Kesimmpulannya @Oksigen_Cafe memiliki potensi untuk berkembang melalui penggunaan Instagram, namun masih memiliki kekurangan pada bidang teknis media sosial. Penelitian ini menyarankan agar @Oksigen_Cafe meluaskan pemahaman teknis penggunaan media sosial sehingga mampu memaksimalkan potensi Instagram sebagai cara meningkatkan customer engagement
Malang City is one of the cities that has many cafes for the younger generation. These cafes compete to get consumers through various strategies, such as using Instagram. One of the exciting cafes in Malang is Oxygen Cafe because it is based on the arts, culture, and literature community. This study aims to see the effectiveness of using Instagram @Oksigen_Cafe in maintaining relationships with its customers through the circular model of some from Regina Lutrell, namely, share, optimize, manage, and engage. This study uses a qualitative method, the primary data source in the form of documentation @Oksigen_Cafe, then strengthened by secondary
sources in interviews with cafe owners. The results show that this cafe makes maximum use of Instagram by uploading any exciting information (share) and having an empathetic conversation with followers (engage). However, social media optimization still lacks (optimize), including the lack of understanding of how to use marketing tools, both free and paid marketing (manage). The advantages of Instagram @Oksigen_Cafe, especially in the arrangement of feeds and stories that are compact and based on trending moments. In conclusion, @Oxygen_Cafe can grow through Instagram but still lacks in the technical field of social media. This study suggests that @Oxigen_Cafe expands technical understanding of the use of social media to maximize the potential of Instagram as a way to increase customer engagement.
... z. B.Kammerl & Kramer, 2016). Zur Beschreibung jenes hier an exemplarischen Einzelphänomenen verdeutlichten Wandels hat sich im Laufe des letzten Jahrzehnts Mediatisierung(Krotz, 2001) als das prägende theoretische Rahmenkonzept etabliert. ...
Die Studie entwickelt eine medienbiografische Perspektive auf Smartphone-Fotopraktiken in der Adoleszenz. Sie fragt nach ihrer Relevanz für Biografiearbeit als Teil der Identitätsentwicklung und beleuchtet Praktiken vor dem Hintergrund medienbiografischer Erfahrungen. Biografizität und visuelle Kompetenz werden als Bildungsziele der Medienpädagogik reflektiert. Anhand der dokumentarischen Methode wurden hierzu Interviews und Fotografien der interviewten Jugendlichen interpretiert, wobei die Kommunikationskontexte sozialer Medien systematisch einbezogen wurden. Hieraus ging die Typologie ‚visuelle Biografiearbeit‘ hervor, die milieuspezifisch unterschiedliche Formen fotografiebezogener Kommunikations- und Biografisierungsprozesse offenlegt.
... The analysis compares public discourses from two regions, Australia and Belgium, with the understanding that the localised context in which families with children use the Internet, and the local frameworks through which public narratives are constructed, promoted and interpreted, differ across regions (Bulger et al., 2017). The study contributes to existing research regarding publicly available parental advice by highlighting how public narratives are not universal, but rather sensitive to and reflective of situated, cultural meanings; the individual characteristics of the child (Nabi and Krcmar, 2016;Warren, 2016); various family configurations and characteristics (Domoff et al., 2017;Kammerl and Kramer, 2016;Mostmans, 2016); as well as being bound by space and time (Jensen, 2016). The findings indicate that even though Australian and Belgian public discourses revolve around similar tensions, they present different ideological framings of digital parenting and hence constitute different political effects. ...
What are the public discourses about parental guidance of children’s digital media use in Australia and Belgium? The findings of a multi-method interpretive content analysis suggest that both risks and opportunities are made significant, (re-)claiming power for parents to decide what is realistic. Belgian critical-optimistic commentary suggests that it is normal to see a variety of parenting practices in society, encouraging parents to make informed decisions considering the child’s developmental age and mutual trust. Australian public commentary features emotionally laden, opposing views, whereby restriction seems the golden rule for guiding young children’s engagement with digital media. Across the 30 months of the dataset, however, Australian pieces began to give voice to experts who embrace more relaxed rules. The study illuminates how public narratives are sites of political manoeuvring, revealing ideological stances relating to parental mediation and children’s media use, sensitive to and reflective of situated meanings bound by space and time.
... It not only results in issues with respect to communicating in different languages, but also in concerns that stem from different cultural values, norms, and behavioural standards. Many adolescents have to adapt to a new cultural environment including a new language, a new school, and new peers (Kammerl & Kramer, 2016;Titzmann & Jugert, 2015). Adolescents with and without migrant backgrounds have to find their way. ...
p>This intervention study investigated how much impact a specific peer-coaching (Peer2Peer) for refugee adolescents has on different factors of well-being for both sides: refugee adolescents (peers, N = 16) and their local peer coaches (buddies, N = 16). Next to pre- and post-tests, four buddies reflected on the process via weekly media diaries. We found that higher peer-loneliness and lower self-esteem was reported for peers in the beginning but these differences disappeared. These results were confirmed by buddies’ media diaries: language and communication barriers reduced and friendships between buddies and peers grew. Buddies also reported high feelings of responsibilities in their media diaries which led to worries about their peer, but also to pride due to peers’ improvement. Online communication was used on an almost daily basis to stay in contact each other. Snapchat was found to influence emotional and affectionate support. In sum, Peer2Peer as a program showed positive effects for both sides. Future Peer2Peer programs should include trainings on social media as well, as most apps are able to be used independent of own language skills. Thus, social media can help to overcome language barriers and intensifies the feeling of being supported.</p
... These changes concern all aspects of socialization: institutions, agents, channels, mechanisms and personality. The scale of such a transformation in the conditions of the information space forces some authors to talk about virtual socialization [1], information [2,3], media socialization [4,5], cybersocialization [6], Internet socialization [7]. ...
... Understanding media as a context for young people's development, the presence of digital media affects families not only in terms of frequency and intensity of using particular devices, but also in terms of familial interactions and communication (Kammerl & Kramer, 2016). More precisely, it was found that ICTs and the Internet affect the structure and processes of family dynamics and functioning such as communication, rules and intergenerational conflicts (for an overview see Carvalho et al., 2015). ...
Within today’s families, there is a growing relevance of children’s Internet use as an important and conflictual educational issue, especially during early and middle adolescence. The family climate can be seen as a sensor on how well families handle such Internet-related conflicts. We extended prior research by investigating the role Internet parenting plays for the perceived family climate of 952 nuclear families using a multiactor design. Moreover, we examined whether families’ educational background moderates the expected association between Internet parenting and family climate. The results confirmed that mothers and fathers with higher parenting confidence more often co-used the Internet with their child, which was found to positively influence the family climate. With regard to the education background, we found that the parental co-use of the Internet was a significant mediator, especially for middle- and lower educated fathers. Overall, the findings underline the relevance of parent–child shared Internet activities as a positive resource of family life.
... Social networking sites (SNSs) are web-based services that offer unprecedented opportunities for users to conveniently browse, post, and comment on diversified content by mutual interests (Choi, 2016;Kammerl & Kramer, 2016;Lin, Hsu, Chen, & Fang, 2017). Uses and gratifications (U&G) research have begun to investigate what the underlying structure of motivates, use behavior and psychological satisfaction regarding the use of new communication tools. ...
Although China has the world's largest population of social media users, little is known what drives Chinese users to adopt the country's leading media platforms, like QQ, WeChat, and Weibo, and what gratifications are satisfied by using these fastest-growing sites. In light of the literature on the uses and gratifications theory, the study explored the essential pattern of computer-mediated communication phenomena and interaction behaviors in Mainland China. In this exploratory study, 258 college students from Chinese universities were asked about their uses and gratifications of these social media sites. The factor analysis reveals five key dimensions relating to gratifications obtained from social media are identified: relationship maintenance, amusement, style, information seeking and sociability. Moreover, a hierarchical OLS regression analysis shows that there is a positive relationship between frequency of social media use and the needs of relationship maintenance and amusement. Furthermore, among the five socio-psychological values, the social related factor is revealed to be significantly and positively linked with spending time on the social media.
... Research reveals that parents are active Internet users who mainly go online in order to obtain parental information and social support [30][31][32]. The combination of weaker social support, increasing challenges for parents and a dynamically changing media environment has had consequences for socialization processes, which in turn evokes new topics for social research [33,34]. Contemporary parents, who would in the past have primarily turned to their own parents for advice on health matters, increasingly turn to other socializing agents as supplements, such as for example peers on the Internet [35]. ...
In the present study the research objective was to gain insights into parental communication on an open Internet forum where parents had the opportunity to discuss issues related to ADHD. In order for clinicians to help troubled children brought to the health clinic it may be important to learn more about the life situations of these troubled families as treatment options can require complex interventions for the whole family. Our aim was thus to go beyond the neurobiological medical model of ADHD, which does not take into account contextual factors. In today's society specialized online discussion forums are available for parents who seek support for various difficulties that arise in the family. The online forums are sources of research data. As research tools we used the narrative psychological approach for the analysis of 72 online narratives. These narratives provided support for that the parents embraced medical explanations for the difficulties experienced when raising children, despite obvious challenging life circumstances, such as for example being a single parent without social support. Even very young children had been given serious psychiatric medical diagnoses such as ADHD, Bipolar disorder, Mood disorders and Obsessive Compulsive Disorder. Some of them had been diagnosed with more than one of these disorders. The complexity of the parental narratives in the present study indicates that the neurobiological model is not sufficient enough to form the basis of a personalized and comprehensive care for vulnerable families.
... It would allow us to discover whether and how new or adapted parental mediation practices have emerged. It is therefore important that the research focus is not only on the intentional and behavioural aspects, but also on the underlying parental attitudes and motives, their 'ethnotheories' or cultural beliefs (Plowman, McPake, & Stephen, 2010), their unconscious or unintended behaviours (see e.g., Bandura, 1977;Kammerl & Kramer, 2016;Vaala & Bleakley, 2015), and the situational factors shaping the dynamics of parental mediation practices (Zaman, Nouwen, Vanattenhoven, Ferrerre, & Looy, 2016). Such an holistic stance helps to arrive at an in-depth understanding of why certain parental mediation practices (co-)exist (Stattin & Kerr, 2000), why oftentimes they appear paradoxical (Zaman et al., 2016), and how the social interactions between the child media user and family members may go in both directions (Livingstone et al., 2017;Nelissen & Van den Bulck, 2018). ...
Zaman, B., & Mifsud, C. L. (2017). Editorial: Young children’s use of digital media and parental mediation. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(3). http://dx.doi.org/10.5817/CP2017-3-xx
... Introduction: The familiarity of Airbnb, Facebook, Skype, Twitter or Uber across different socioeconomic settings underscores how we experience the world today (1). Life in the 1970s, without these technologies, is unimaginable for millennials (2). ...
In diesem Beitrag wird der Frage nach den Rahmenbedingungen und dem Handeln im Feld der Medien- und informatischen Bildung mit Kindern im mittleren Kindesalter nachgegangen. Dafür wird zunächst der Blick geweitet, indem die Sozialisation der Kinder heutzutage betrachtet wird. Aufbauend auf der Darlegung des interaktionistischen Verständnisses von Sozialisation als lebensbegleitender Vorgang, in dem die Subjekte als aktive Konstrukteure der Sozialisation definiert werden, wird zum einen auf die Bedeutung von Medien im Sozialisationsprozess und zum anderen auf die zentralen Sozialisationsinstanzen von Kindern im mittleren Kindesalter eingegangen. Dass auch Kinder als soziale und kompetente Akteur:innen betrachtet werden, stellt eine relativ neue Entwicklung dar. Diese wird zu Beginn des zweiten Kapitels ‹Gesellschaftlicher Wandel› ausgeführt. Im Anschluss werden aktuelle Spezifika kindlicher Sozialisation herausgearbeitet und Veränderungsprozesse in der Gesellschaft dargelegt. Es werden die Metaprozesse der tiefgreifenden Mediatisierung, der Individualisierung sowie der Globalisierung und den Auswirkungen auf die Sozialisation dargelegt. Das anschliessende Kapitel richtet den Blick explizit auf Kinder im mittleren Kindesalter und stellt neben dem Medienaneignungsprozess und den Mediennutzungsmotiven auch den Entwicklungsprozess sowie aktuelle Befunde zur kindlichen Mediennutzung dar. Das Kapitel wird mit einer Darstellung der Chancen und Risiken der Mediennutzung abgeschlossen. Das letzte Kapitel richtet den Blick auf die Medien- und informatische Bildung von Kindern im mittleren Kindesalter. Nach einer Begriffsklärung zu ›Medienbildung› und ‚informatische Bildung› werden unterschiedliche Aktivitäten der Medien- und informatischen Bildung ausgeführt. Dabei wird zwischen formalisierten, nicht formalisierten sowie teilformalisierten Aktivitäten unterschieden. Zuletzt wird das Kapitel mit einem Fazit abgerundet.
У монографії розглянуті рекламні комунікації як чинник соціалізації, визначені комунікаційні засоби соціалізаційного впливу реклами на цільову аудиторію, з’ясована важливість людиноцентричних комунікаційних технологій як чинника сучасної соціалізації. Запропонована соціально-комунікаційна модель впливу рекламних комунікацій на процес соціалізації та класифікацію основних образів героїв реклами на основі їх соціалізаційного впливу. Для науковців, викладачів, студентів, практиків рекламної сфери, журналістів, а також усіх, хто цікавиться актуальними питаннями сучасних рекламних комунікацій.
Introduction. The article presents the results of an empirical study, aimed at revealing
the peculiarities of parent position concerning the use of gadgets by preschool children
on a Russian sample. Objective. The article focuses on the phenomenon of parents’
inconsistent position concerning the use of digital devices by preschoolers. Methods.
The study was conducted in February-April, 2021. The questionnaire, elaborated by
the authors of the study, was disseminated in social networks. 6376 parents of preschoolers aged from 2 to 7 from Russian Federation participated in the study. The collected data was analyzed with the help of quantitative and qualitative methods. Results
and conclusions. The results of the study testify that most Russian parents demonstrate
a coherent position in relation to accessibility of digital media to their children — they
either give their children limited access to gadgets (66,1%), or completely ban it (5%).
A big group of parents (28,9%) give rather controversial answers to questions concerning the accessibility of digital devices to their children, which testifies that they have
no coherent strategy. The research demonstrates that many Russian parents face difficulties in organizing their children’s interaction with gadgets and testifies that it is important to organize parents’ counselling and education in relation to these challenges.
The article determines whether media technology management strategies are being implemented in the homes of Polish families, and what effects they may have. A total of 94 families were examined through four research methods: in-depth interviews with all family members, family diary protocols, individual interviews, and an online questionnaire survey of family representatives. The families were placed into four categories according to their attitude to technology management and daily practices: unconscious and passive, conscious and passive, conscious and ineffective, and conscious and effective. Four main types of media technology management strategies were considered: technology oriented, media content oriented, time oriented, and usage mode oriented. Most surveyed families do not manage to achieve high digital well-being due to a lack of awareness and/or willingness to manage technologies at home, or the ineffectiveness of attempts to reduce them. Conscious and effective families, being minority, consistently pursue diverse and mixed media management strategies. Keywords: family well-being, digital well-being, mediatization of family life, media management strategies, children and media. Rodzinny dobrostan cyfrowy: perspektywy wdrażania strategii zarządzania technologiami medialnymi w polskich domach W artykule określono, czy w domach polskich rodzin są wdrażane strategie zarządzania technologiami medialnymi i jakie niesie to skutki. Na potrzeby projektu przebadano 94 rodziny, stosując cztery metody badawcze: wywiady pogłębione ze wszystkimi członkami rodziny, dzienniczki rodzinne, indywidualne wywiady indywidualne oraz internetowe badanie kwestionariuszowe. Wyodrębniono cztery kategorie rodzin w zależności od ich stosunku do zarządzania technologią i codziennych praktyk: nieświadome i pasywne, świadome i pasywne, świadome i nieskuteczne oraz świadome i skuteczne. Uwzględniono cztery główne typy strategii zarządzania technologiami medialnymi: zorientowane na technologię, zorientowane na treść mediów, zorientowane na czas użycia i zorientowane na sposób użycia. Większości badanych rodzin nie udaje się osiągnąć wysokiego dobrostanu cyfrowego ze względu na brak świadomości i/lub chęci zarządzania technologiami w domu lub nieskuteczność podejmowanych prób ich ograniczenia. Świadome i efektywne rodziny, stanowiące mniejszość, konsekwentnie stosują zróżnicowane i mieszane strategie zarządzania mediami. .
Vietnamese Americans have a higher rate of cervical and colorectal cancer (CRC) compared to other ethnicities. Increasing CRC screening, Pap testing, and HPV vaccination is critical to preventing disproportionate cancer burden among Vietnamese families. To describe the successes and challenges of implementing a novel intergenerational family group chat intervention that encourages CRC screening, Pap testing, and HPV vaccination. Young adult Family Health Advocates (FHAs) were trained to facilitate online family group chat conversations to encourage cancer screenings. Ten families participated in a 4-week intervention. Data collection included screenshot data of family group chat conversations, family member surveys, and post-intervention FHA interviews. Intervention implementation successes included (a) cultural and language brokering, (b) active co-facilitation by family members to follow up on cancer screenings, (c) high levels of family group chat engagement, (d) high acceptability of intervention among families, and (e) accessibility of intervention curriculum. FHA challenges to implement the intervention included (a) sustaining cancer prevention conversations, (b) comfort with navigating family conversations around cancer screening, (c) relevance for all family members, and (d) missed opportunities for correcting misinformation. Researcher challenges included family recruitment and retention. The intervention made cancer-screening messages more accessible and was well accepted by Vietnamese families. Scaling up the intervention will require (a) training FHAs to monitor family conversations and build confidence in sharing medical accurate messages, (b) segmenting group chats by age and gender, and (c) employing multiple family engagement strategies.
Perkembangan media sosial yang semakin pesat dan bertambahnya pengguna yang semakin banyak menjadikan media sosial menjadi salah satu sumber rujukan informasi oleh sebagian banyak masyarakat. Media sosial telah menciptakan sebuah pola baru dalam berkomunikasi dan berpartisipasi sosial, hal ini dapat dilihat dari banyaknya keterlibatan para pengguna dalam sebuah forum komunikasi atau platform media sosial. Saat ini banyak lembaga pemerintah, swasta dan organisasi masyarakat yang memanfaatkan media sosial menjadi salah satu media informasi untuk menjangkau masyarakat. BPBD (Badan Penanggulangan Bencana Daerah) Pangandaran memanfaatkan media sosial melalui akun instagram @pudalopspangandaran untuk memberitakan informasi mengenai kebencanaan, dan kegiatan yang dilakukan oleh BPBD Kabupaten Pangandaran untuk meningkatkan kesadaran masyarakat mengenai kebencanaan. Penelitian ini menggunakan metode deskriptif dengan data kualitatif. Analisis yang digunakan dalam meneliti penggunaan Instagram oleh BPBD Kab. Pangandaran adalah konsep The Circular Model of Some dari Regina Luttrell yang terdiri dari membagikan (Share), mengoptimalkan (Optimize), mengelola (Manage), dan melibatkan (Engage). Tingginya potensi bencana di Pangandaran menjadi salah satu latar belakang perlunya meningkatkan kesadaran masyarakat akan kebencanaan. BPBD Kabupaten Pangandaran memanfaatkan instagram melalui akun @pusdalopspangandaran sebagai media informasi mengenai kebencanaan kepada masyarakat luas. Pengelolaan media sosial yang dilakukan oleh BPBD sudah cukup efektif menjangkau masyarakat khususnya masyarakat pangandaran, namun terkendala dengan kurangnya sumber daya manusia yang dapat mengelola media sosial agar tetap update.
Benché non esista una definizione univoca di media literacy
(ossia alfabetizzazione multimediale), i percorsi di formazione
finalizzati a promuovere nei discenti una maggiore capacità di
interagire con gli strumenti dell’information and communication
technology (ICT) e di estrapolare dai media messaggi
significativi per interpretare correttamente i fenomeni che
descrivono la realtà esterna assumono – a livello internazionale
– una crescente importanza all’interno dei curricula formativi
primari e secondari (Silverblatt A., 2009). In termini generali,
il concetto di media education può essere definito quale
processo di insegnamento e di apprendimento sui media
(Potter & Christ, 2007). Da un lato, esso include una
connotazione di tipo funzionalista, avente a oggetto la capacità
individuale di utilizzare appropriatamente gli strumenti
informatici e multimediali per soddisfare le esigenze
quotidiane, a partire dall’informazione per arrivare allo svago e
al divertimento (Kellner & Share, 2005; Burn & Durran, 2007).
Dall’altro lato, la media literacy include una componente interattiva, che consiste
nell’abilità dell’utente di valorizzare le potenzialità delle ICT per intessere e coltivare
nel tempo relazioni sociali con altri individui che partecipano alla rete (Mihailidis,
2011). Infine, la media literacy comprende una caratterizzazione critica, da intendersi
quale abilità dell’individuo di discriminare tra diverse fonti di informazione
multimediale e di selezionare le risorse più attendibili per soddisfare le proprie
esigenze conoscitive (Kellner & Share, 2006). In linea con queste considerazioni, la
media education dovrebbe fornire al discente un bagaglio articolato di competenze
funzionali, sociali e critiche utili a consentire un accesso e un utilizzo appropriato delle
ICT e degli strumenti multimediali. La media education, pertanto, è considerata un
vettore di sviluppo della cittadinanza digitale; essa contribuisce a ridurre le
discriminazioni a livello individuale e collettivo (Kellner & Share, 2007) e crea le
condizioni necessarie per uno sviluppo ubiquo sotto il profilo economico e sociale
(Merchant, 2012).
Nondimeno, da un’analisi preliminare delle iniziative implementate in materia di media
education dagli istituti di formazione italiani è emerso che le scuole hanno privilegiato
la componente funzionale della media literacy, tralasciando tanto le competenze
relazionali quanto quelle critiche. In altri termini, ha trovato prelazione l’educazione
sui media, mentre la formazione all’appropriato utilizzo dei media è stata posta in
secondo piano. A ciò si aggiunga che la classe docente che ha proposto la gran parte
dei progetti di educazione in tema di media education ha prevalentemente adottato
un’impostazione convenzionale, nell’intento di promuovere l’acquisizione da parte
degli studenti di competenze di base sull’uso dei principali strumenti informatici;
viceversa, né le capacità sociali né quelle critiche sono state adeguatamente
considerate, sottovalutando – probabilmente in maniera inconsapevole – l’ampiezza
della media education. Infatti, sebbene nella descrizione dei corsi sia evidenziata
l’attenzione verso la promozione di una consapevolezza dell’influenza dei media nelle
attività di <vita quotidiana (contestualmente influenzate da fattori economici, sociali,
politici e culturali), le attività didattiche sembrano aver tralasciato siffatta tematica,
tanto nei contenuti quanto negli approcci formativi. In altri termini, ai discenti sono
fornite le informazioni di base per accedere al world wide web, ma non sono trasferite
le competenze necessarie a minimizzare i rischi di intrappolamento nella rete
informatica. In particolare, molti studenti non dispongono delle competenze
necessarie a effettuare un accesso consapevole e privo di rischi ai servizi offerti
dall’internet (Buckingham, 2003). A mero titolo esemplificativo, si tenga in
considerazione che, secondo una recente indagine sulle competenze digitali e sul
fabbisogno formativo del personale docente delle regioni Obiettivo Convergenza
(Calzone & Chellini, 2016), oltre la metà dei docenti non si preoccupa (o se ne occupa
solo poche volte nel corso dell’anno) di “insegnare ai ragazzi a difendere la propria
privacy online”; il 45%, inoltre, non “insegna ad avere comportamenti etici online” o
la fa solo qualche volta nel corso di un anno scolastico.
Sulla base di queste brevi riflessioni introduttive, il presente lavoro si propone di
esplorare le azioni intraprese dalle scuole sul tema della promozione e della
valorizzazione della media education, nel particolare ambito degli interventi di
formazione del Programma Operativo Nazionale (PON) 2007-2013, finanziati dal
Fondo FSE “Competenze per lo sviluppo”, rivolto alle Regioni dell’Obiettivo
Convergenza (Puglia, Calabria, Campania, Sicilia). Le scuole che hanno partecipato al
Programma hanno deciso di congiungere, sul profilo concettuale, la media education
alla competenza digitale: nel periodo 2007-2013 sono stati realizzati 11.648 progetti, per un totale di 103.615 interventi formativi rivolti alle competenze base, che – nel
complesso – hanno coinvolto oltre 250.000 studenti di ogni ordine e grado.
Alla luce di un’analisi dei corsi attivati secondo una metodologia quantitativa e
descrittiva, si indagano le caratteristiche degli studenti che hanno frequentato i corsi e
propone una riflessione sulle iniziative formative realizzate nel PON 2007-2013,
nell’intento di richiamare l’attenzione delle istituzioni scolastiche nei confronti della
media education, affinché – nel nuovo Programma in corso 2014-2020 – si promuova
un maggiore interesse e un più consistente impegno istituzionale nei confronti
dell’impegno pedagogico di educare ai media.
Il lavoro è organizzato come segue: dopo un’analisi statistica descrittiva dei dati
raccolti, il terzo paragrafo descrive il modello stimato per l’analisi e, infine, l’ultima
sezione documenta le conclusioni desunte dall’elaborazione dei dati.
Objective: The present study was conducted to examine the effects of psychological analysis of the movies with religious themes on university students' level of religiosity. Method: The study utilized a quasi-experimental design with pretest-posttest and control group. The population included all university students in Tehran. Using convenience sampling, the sample (n=40) was selected and randomly assigned into two groups (experimental and control). The experimental group members participated in 11 sessions. The sessions included watching and analyzing movies with religious themes. The control group received no intervention. Religiosity Scale for Students was used for collecting date. Findings: Results indicated that the mean scores of religiosity components especially religious affects have increased in experimental group although this effect has not been significant. Conclusion: It may be safe to say that showing and analyzing movies with religious themes may enhance some of religiosity components. The narrative structures of movies may affect people's religiosity.
Kaum ein Lebensbereich hat in den vergangenen Jahrzehnten so stark an Bedeutung gewonnen wie die Freizeit. Vor dem Hintergrund struktureller Wandlungsprozesse wie Arbeitszeitverkürzungen auf der einen Seite und Steigerungen des Wohlstands auf der anderen Seite erscheinen moderne Gesellschaften zunehmend als Freizeitgesellschaften. Während Freizeit bislang lediglich im Zusammenhang mit Arbeit die Bedeutung als Zeit der Erholung und Wiederherstellung der Arbeitskraft hatte, gewann sie durch die strukturellen gesellschaftlichen Veränderungen als eigenständiger Wert und Zeitraum für Selbstbestimmung zunehmend an Bedeutung (vgl. Freericks und Brinkmann 2015).
Purpose
The purpose of this paper is to characterize and identify the existing studies on the relationship between technological media and development
Design/methodology/approach
The authors conducted a systematic mapping study to identify and analyze the related literature. The authors identified 196 primary studies, dated from 2000 to 2017 and categorized them with respect to research focus, types of research and research method.
Findings
A total of 97 studies were identified and mapped, synthesizing the available evidence on the relationship between technological media and development. “Social development” with 54 articles and “communication” with 34 articles were the dominant research focus. Regarding the research type, “Solution proposal” is the most frequently employed research type. “Case study,” “discussion paper” and “interview,” respectively were the most used research methods. However, “SNA,” “focus group” and “time series” were used less often. “Solution proposal” was the most common research type between 2015 and 2017, and after that “philosophical paper” was the dominant research paper type. Further, the number of publications has increased between 2006 and 2017.
Originality/value
This mapping study is the first systematic exploration of the state-of-art on technological media-development nexus. The existing body of knowledge is limited to a few high quality studies.
This article empirically examines if parents apply new types of mediation for the internet, using data from the Dutch EU Kids Online project. The high internet penetration in the Netherlands makes this study especially relevant because almost all parents and children use the internet. Factor analyses applied to reports by parents and children (aged 9–16) revealed four mediation types that are comparable for both groups: active safety mediation, restrictive content mediation, restrictive technical mediation, and monitoring. Demographics (age, gender, education, family size), measures of internet usage, and parental views towards internet use were analysed as determinants of the parental mediation types. Parents monitored younger children in particular, more often actively mediated girls and more often restricted children's internet use in larger families. The use of virtually all mediation types was related to children's diversity in internet use and the parents' view on the benefits of their involvement.
While mediatization as a concept is nothing new in media and communication research, it has recently emerged as an international term: in 2GGS, Sonia Livingstone referred to ‘mediatization’ in her address as president of the International Communications Association (ICA) when she reflected the increasing ‘mediation of everything’ and its relation to changing approaches of media and communication research (Livingstone, 2GG9). Various panels and papers at the recent ICA conferences referred to ‘mediatization’ as a research-guiding concept. And, in 2G11/12, the European Communication Research and Education Association (ECREA) set up a working group on mediatization. In addition to this, various special issues relating to the concept have been published over the past few years. For example, a special issue of Communications: European Journal for Communication Research (2G1G, 35(3)) focused on empirical perspectives on mediatization, an issue of Culture and Religion (2G11, 12(2)) on the mediatization of religion debate, an issue of Empedocles: European Journal for the Philosophy of Communication (2G13, 3(2)) on mediatization as part of more general ‘media processes’, a thematic issue of MedieKultur on mediatization and cultural change (2G13, 29 (54)), and, most recently, an issue of Communication Theory (2G13, 23(3)) on conceptualizing mediatization. In addition, Knut Lundby (2GG9c) edited the book Mediatization: Concepts, Changes, Consequences to present international reflections on mediatization across various research fields.
The aim of this study was to develop the Perceived Parental Media Mediation Scale (PPMMS). The PPMMS measures adolescents' perceptions about how frequently their parents restrict or actively discuss their media use, and in what style (i.e., autonomy‐supportive, controlling, or inconsistent). In a first study among 761 preadolescents and early adolescents (10–14 years), we confirmed that the subscales of the PPMMS could be distinguished. In a second study, in which 499 adolescents were surveyed again, the test–retest reliability and validity of the PPMMS were established. The PPMMS met the standards of reliability, validity, and utility. Subscales correlated in the expected directions with general parenting styles, family conflict, prosocial behavior, and antisocial behavior.
This report presents new findings and further analysis of the EU Kids Online 25 country survey regarding excessive use of the internet by children. It shows that while a number of children (29%) have experienced one or more of the five components associated with excessive internet use, very few (1%) can be said to show pathological levels of use.
Telephone interviews from a random sample of Dutch parents (N = 123 for the pilot study, N = 519 for the main study), provided an opportunity to explore television mediation activities in which parents could engage. From principal components analysis, three reliable styles of television mediation emerged: restrictive mediation, instructive mediation, and social coviewing. In addition to a number of demographic variables, parental concerns about the negative effects of television were significant predictors of style of television mediation.
The introduction of new technologies such as the Internet into the household can po- tentially change the quality of family relationships. We developed and tested a family boundaries approach, suggesting that frequency and type of Internet use are nega- tively related to family time and positively related to family conflicts, yielding a low overall perception of family cohesion. We also tested a compositional approach that suggests that the effects on family cohesion are the result of a predisposition in indi- viduals of low self-esteem to be frequent Internet users. The conceptual model was tested by structural equation models and cross-sectional data from the Israeli Na- tional Youth Survey (n = 396) of adolescents ages 12 to 18. The results showed sup- port for the family boundaries perspective. The compositional approach received partial support, but it did not substantially change the link of Internet use to family time and family conflicts. The rise in the use of the Internet in society has stimulated research on how these new technologies are associated with everyday life. Scholars have studied the rela- tion of new information and communication technologies with the extent of com- munity involvement and participation (Hampton &Wellman, 2002; Kavanaugh & Patterson, 2002; Mesch & Levanon, 2003); interpersonal relations, sociability, and social capital (Katz & Rice, 2002; Nie, Hillygus, & Erbing, 2002; Robinson, Kestnbaum, Neustadtl, & Alvarez, 2002); and work (Haythornthwaite & Kazmer, 2002; Salaff, 2002). Despite this large body of research on how communities, or- ganizations, and individuals adapt to new communication and information tech-
A survey of 394 parents and children in 2nd through 6th grades was conducted to explore the relations between parental mediation of violent television and children's generalized and TV-induced aggressive tendencies. In addition, explanations for why mediation is related to aggression were sought by exploring a number of intervening variables. It was found that parental active mediation and restrictive mediation were both negatively related to children's generalized and TV-induced aggressive inclinations, whereas parental coviewing was positively related to children's TV-induced aggressive tendencies. The data also revealed that parental mediation works by first influencing either how important children perceive violent TV to be or how much attention they grant this content, which, in turn, influences aggressive tendencies. Hence, parental mediation seems to socialize children into an orientation toward TV that makes them less vulnerable to negative effects.
This article examines parental regulation of children and teenagers' online activities. A national survey of 1511 children and 906 parents found that 12–17-year-olds encounter a range of online risks. Parents implement a range of strategies, favoring active co-use and interaction rules over technical restrictions using filters or monitoring software, but these were not necessarily effective in reducing risk. Parental restriction of online peer-to-peer interactions was associated with reduced risk but other mediation strategies, including the widely practiced active co-use, were not. These findings challenge researchers to identify effective strategies without impeding teenagers' freedom to interact with their peers online.
This study examined the prevalence of addictive Internet use and analyzed the role of parental relationship in affecting this behavior among a random sample of adolescents in Wuhan, China.
Students (n = 1,101) were randomly selected from four schools, including 638 boys and 463 girls with a mean age of 13.8 (standard deviation = 1.2) years. Addictive Internet use, parental relationship, hyperactivity-impulsivity were measured by validated instruments. Prevalence rate, ANOVA and multiple linear regression method were used to analyze the level of Internet addiction and its association with parental relationship, hyperactivity-impulsivity, as well as the interaction of parental relationship with chronological age and hyperactivity-impulsivity.
The prevalence rate of Internet addiction was 13.5% (16.5% for boys and 9.5% for girls, p<0.01). Compared to non-addictive users, addictive Internet users were scored significantly lower on parental relationships and significantly higher on hyperactivity-impulsivity. Interaction analysis indicated that better parental relationship was associated with more reductions in risk of addictive Internet use for younger students than for older students, and with more risk of Internet addiction among higher than among lower hyperactivity-impulsivity students.
Findings of this study indicate that adolescent addictive Internet use is a significant public health threat in China. Prevention interventions targeting parental relationship must consider adolescent's age and hyperactivity-impulsivity tendency.
The emphasis of this paper is on the role of media in the socialization of adolescents. First, a typology of adolescent media uses is presented, including entertainment, identity formation, high sensation, coping, and youth culture identification. Then, these five uses are discussed in relation to adolescent socialization. The central point of this discussion is that media differ from socializing agents such as family, school, community, and the legal system in that adolescents have greater control over their media choices than they do over their socialization from these other sources. The result is a substantial degree of self-socialization, in the sense that adolescents may choose from a diverse range of media materials the ones that best suit their individual preferences and personalities. Another result is that there is often a lack of integration in the socialization of adolescents, in the sense that they may receive different socialization messages from media (and peers) than they do from the adult socializes in their immediate environment.
Although parents experience growing concerns about their children’s excessive internet use, little is known about the role
parents can play to prevent their children from developing Compulsive Internet Use (CIU). The present study addresses associations
between internet-specific parenting practices and CIU among adolescents, as well as the bidirectionality of these associations.
Two studies were conducted: a cross-sectional study using a representative sample of 4,483 Dutch students and a longitudinal
study using a self-selected sample of 510 Dutch adolescents. Results suggest that qualitatively good communication regarding
internet use is a promising tool for parents to prevent their teenage children from developing CIU. Besides, parental reactions
to excessive internet use and parental rules regarding the content of internet use may help prevent CIU. Strict rules about
time of internet use, however, may promote compulsive tendencies. Finally, one opposite link was found whereby CIU predicted
a decrease in frequency of parental communication regarding internet use.
Aims:
To investigate the prevalence of pathological internet use (PIU) and maladaptive internet use (MIU) among adolescents in 11 European countries in relation to demographic, social factors and internet accessibility.
Design:
Cross-sectional survey.
Setting:
The 7th Framework European Union (EU) funded project, Saving and Empowering Young Lives in Europe (SEYLE), is a randomized controlled trial (RCT) evaluating interventions for risk behaviours among adolescents in Austria, Estonia, France, Germany, Hungary, Ireland, Israel, Italy, Romania, Slovenia and Spain, with Sweden serving as the coordinating centre.
Participants:
A total of 11 956 adolescents (female/male: 6731/5225; mean age: 14.9 ± 0.89) recruited from randomly selected schools within the 11 study sites.
Measurements:
Internet users were classified by gender into three categories: adaptive, maladaptive and pathological, based on their score in the Young Diagnostic Questionnaire for Internet Addiction (YDQ).
Findings:
The overall prevalence of PIU was 4.4%; it was higher among males than females (5.2% versus 3.8%) and differed between countries (χ(2) = 309.98; d.f. = 20; P < 0.001). PIU correlated significantly with mean hours online and male gender. The highest-ranked online activities were watching videos, frequenting chatrooms and social networking; significantly higher rates of playing single-user games were found in males and social networking in females. Living in metropolitan areas was associated with PIU. Students not living with a biological parent, low parental involvement and parental unemployment showed the highest relative risks of both MIU and PIU.
Conclusions:
Across a range of countries in Europe, using the Young Diagnostic Questionnaire for Internet Addiction yields a prevalence of 'pathological internet use' of 4.4% among adolescents, but varies by country and gender; adolescents lacking emotional and psychological support are at highest risk.
We present results from a cross-sectional study of the entire adolescent student population aged 12-18 of the island of Kos and their parents, on Internet abuse, parental bonding and parental online security practices. We also compared the level of over involvement with personal computers of the adolescents to the respective estimates of their parents. Our results indicate that Internet addiction is increased in this population where no preventive attempts were made to combat the phenomenon from the initial survey, 2 years ago. This increase is parallel to an increase in Internet availability. The best predictor variables for Internet and computer addiction were parental bonding variables and not parental security practices. Parents tend to underestimate the level of computer involvement when compared to their own children estimates. Parental safety measures on Internet browsing have only a small preventive role and cannot protect adolescents from Internet addiction. The three online activities most associated with Internet addiction were watching online pornography, online gambling and online gaming.
Das Zusammendenken der medialen Praktiken von Kindern einschließlich ihrer potenziellen Wirkungen sowie ihrer familialen Kontextbedingungen im weitesten Sinne ist eine schwierige und reizvolle Aufgabe zugleich. Schwierig erstens deshalb, weil sowohl » Kinder « als auch » Familien « im Zentrum nicht nur wissenschaftlicher Diskurse stehen, sondern seit längerer Zeit auch Gegenstand heftiger politischer und weltanschaulicher Kontroversen sind. Im Falle der Familien sind dies im Jahr 2012 beispielsweise Debatten um die kontraproduktiven Effekte des Betreuungsgeldes auf der einen Seite und die Notwendigkeit, Familien zeitpolitisch zu unterstützen auf der anderen Seite. Im Falle der Kinder sind es gerade deren mediale Praktiken und deren » Konsumverhalten «, welche immer wieder, beginnend mit den 1900er-Jahren (Maase 2012) ganze Legionen von Kritiken auf sich ziehen.
This chapter consists of two main parts: the first summing up why we may look to the classics to understand mediatization processes in the long term, e.g. Through a historical perspective, especially with regard to the history of communication. The second part looks more closely at the writings of three classic authors: Max Weber, Ferdinand Tönniesand Ernest Manheim (a direct student of Tönnies), and thus illustrates the first part. Manheim was the first European thinker touse the term ,mediatization- explicitly to explain the cultural and social shift in mass-mediated societies as early as 1932/1933. He was a forerunner of Habermas in describing the rise of a public sphere since the 17th century. A further reference is Jürgen Habermas himself and his historical perspective on the rise of the bourgeois public sphere, demolished by the mass press from the late 19th century onwards, as well as his assumption of the mediatization of the lifeworld in his theory of communicative action. Habermas′ more recent work ofthe 1990s and 2000s, on the concept of public communication and civil society, is not as culturally pessimistic as it first seems. Theframeworks of mediatization research by WinfriedSchulz and Jesper Strömbäck explain which (historical) stages of mediatization are visible in the classics of first modernity.
This chapter reconstructs the upcoming of the mediatization approach in the 1990 as an academic answer to the upcoming digital and computer related media. First it reports on the basic discussion about what to call this development from a communication studies perspective, its main questions and its consequences for traditional communication studies. Mediatization is understood as a historical and actual development similar to globalization and modernization. In the second part, by identifying sub-processes, more complex characteristics are presented: its relation to medium theory, its character as a historical meta process and its complexity. Finally, a definition is given.
Is the internet really transforming children and young people’s lives? Is the so-called ‘digital generation’ genuinely benefiting from exciting new opportunities? And, worryingly, facing new risks?
This major new book by a leading researcher addresses these pressing questions. It deliberately avoids a techno-celebratory approach and, instead, interprets children’s everyday practices of internet use in relation to the complex and changing historical and cultural conditions of childhood in late modernity. Uniquely, Children and the Internet reveals the complex dynamic between online opportunities and online risks, exploring this in relation to much debated issues.
How do parents and children care for each other when they are separated because of migration? The way in which transnational families maintain long-distance relationships has been revolutionised by the emergence of new media such as email, instant messaging, social networking sites, webcam and texting. A migrant mother can now call and text her left-behind children several times a day, peruse social networking sites and leave the webcam for 12 hours achieving a sense of co-presence.
This book studies the rise of social media in the first decade of the twenty-first century, up until 2012. It provides both a historical and a critical analysis of the emergence of networking services in the context of a changing ecosystem of connective media. Such history is needed to understand how the intricate constellation of platforms profoundly affects our experience of online sociality. In a short period of time, services like Facebook, YouTube and many others have come to deeply penetrate our daily habits of communication and creative production. While most sites started out as amateur-driven community platforms, half a decade later they have turned into large corporations that do not just facilitate user connectedness, but have become global information and data mining companies extracting and exploiting user connectivity. Offering a dual analytical prism to examine techno-cultural as well as socio-economic aspects of social media, the author dissects five major platforms: Facebook, Twitter, Flickr, YouTube, and Wikipedia. Each of these microsystems occupies a distinct position in the larger ecosystem of connective media, and yet, their underlying mechanisms for coding interfaces, steering users, filtering content, governance and business models rely on shared ideological principles. Reconstructing the premises on which these platforms are built, this study highlights how norms for online interaction and communication gradually changed. "Sharing," "friending," "liking," "following," "trending," and "favoriting" have come to denote online practices imbued with specific technological and economic meanings. This process of normalization is part of a larger political and ideological battle over information control in an online world where everything is bound to become "social."
Der Beitrag befasst sich mit dem Einfluss und den Funktionen sowohl der klassischen als auch der neuen Medien im Sozialisationsprozess von Jugendlichen mit Migrationshintergrund. Trotz der wachsenden Bedeutung dieses ethnisch geprägten und tendenziell aus bildungsfernen Familien stammenden Segments der Heranwachsenden, ist dieser soziokulturellen Gruppe in der Sozialisationsforschung wie in der Mediensozialisationsforschung bis jetzt wenig Aufmerksamkeit zugekommen. In empirischer Hinsicht werden Befunde aus quantitativen wie qualitativen Studien zur Illustration und Vertiefung präsentiert, insbesondere aus einem Schweizer Forschungsprojekt.
Vorlesen und das gemeinsame Betrachten von Bilderbüchern können die frühe Sprachentwicklung von Kindern signifikant befördern. Doch jedes dritte Kind in Deutschland bekommt nur selten oder nie vorgelesen. Die Digitalisierung des Lesens, z. B. durch Kinder- und Bilderbuch-Apps, bietet eine Chance, dies zu ändern. Darauf deuten die Ergebnisse der Vorlesestudie der Stiftung Lesen von 2012 hin. Vorlese-Apps bieten nicht nur ein Potenzial, Väter und bildungsferne Familien zum Vorlesen zu motivieren, sie eröffnen auch zusätzliche Möglichkeiten und bieten neue Anlässe zum Vorlesen.
The first generation of ‘Digital Natives’ is entering the phase of parenthood. At the same time picture-based communication in online environments is becoming more and more popular. With the birth of a child private photography becomes a significant value in the life of many parents. Social media platforms like Facebook and mobile applications like WhatsApp and Snapchat are standard communication tools for many young adults today. As a consequence, many photos of children and family life are presented online. The article analyses the central aspects of the mediatization and visualization of family life and discusses their implications for further research.
The internet is used intensely by German adolescents for various activities both in school as well as during leisure time. Pathological internet use is currently on the increase in many industrial nations (especially in Asia, North America, and Europe). According to recent epidemiological studies, pathological internet use occurs more frequently in youths than in adults. Several studies have investigated the interdependence of family structures or interactions and pathological adolescent internet use. This article provides an overview of the available research results.
We conducted a systematic literature search in the bibliographic databases PubMed, PsycINFO, and Psyndex.
We identified 15 studies (published in English or German) examining exclusively minor-aged participants. A good family functioning as well as a good communication between parents and adolescents, a positive parent-child relationship, and supportive parental monitoring proved to help prevent pathological adolescent internet use.
The described familial predictors have been replicated in some studies. Implications for future research on this subject are discussed.
The purpose of this article is to advance a new understanding of gender as a routine accomplishment embedded in everyday interaction. To do so entails a critical assessment of existing perspectives on sex and gender and the introduction of important distinctions among sex, sex category, and gender. We argue that recognition of the analytical independence of these concepts is essential for understanding the interactional work involved in being a gendered person in society. The thrust of our remarks is toward theoretical reconceptualization, but we consider fruitful directions for empirical research that are indicated by our formulation.
1 The Biopsychosocial Costs of Today's Lifestyle.- The Burden of Individuality.- The Concept of Socialization.- The Concept of Health.- 2 Symptoms: Social, Psychological, and Physiological Disorders.- The Spectrum of Behavior Disorders.- Epidemiological Data.- 3 Risk Factors: Stressors in the Life Course.- Stressors in Childhood.- Stressors in Adolescence.- Stressors in Adulthood.- 4 Resources: Personal and Social Coping Capacities.- Personal Resources.- Social Resources.- 5 Interdependences: The Stress-Health Relationship.- Medical Approaches.- Psychological Approaches.- Sociological Approaches.- A Socialization-Theoretical Synthesis.- 6 Interventions: Strengthening Personal and Social Resources.- Potential and Constraints of Intervention Strategies.- Advancement of Competence and Network Promotion.- References.
With children using digital media at ever younger ages, media-education becomes a pressing issue for parents. As there is hardly any research on how parents guide the online activities of toddlers and young children an internet-survey was held among 792 Dutch parents of children aged between 2 and 12 years. Factor analysis revealed that for the internet, parents partly use the same strategies they also apply for television and video games: ‘co-use’, ‘active mediation’, and ‘restrictive mediation’. In addition, they also utilise new strategies: ‘supervision’ and ‘technical safety guidance’. Mediation was mainly predicted by the child's age and online behaviour (e.g., gaming, social networking), as well as by the number of computers in the home and the parents' gender, education and computer/internet skills. Finally, parents also use more mediation when they expect that the internet has a positive effect and particularly when they believe that it has a negative impact.
The number of post-separation families has been increasing in Europe since the 1960s although there are considerable differences in the divorce and separation rates across the European countries. In most cases, families do not break up after separation or divorce; they rather go through processes of spatio-temporal, emotional, and social reorganisation. Furthermore, ‘residential mobility’, ‘visiting mobility’, and ‘escorting mobility’ constitute three different forms of spatial mobility, which play a central role in post-separation family life. However, little research has been done and few statistics are available concerning this issue as well as the impact of these different forms of spatial mobilities on family members and their daily lives. This paper aims to address these deficiencies by introducing an approach to multi-local and family practices to investigate the role of spatial mobilities in post-separation family life for both children and their separated parents. Using empirical research findings on post-separation multi-local families in Germany, the study focuses on the requirements which arise for children and their parents with the residential moves and on the strategies the families employ to cope with the resultant multi-local living conditions.
Previous studies have shown that parental mediation of adolescents online is associated with the latter’s participation in risky behavior online and being a victim of online harassment and bullying. However, there is a paucity of studies investigating the differential contribution of peers’ norms and parental mediation on adolescents’ engagement in risky online behavior. To fill this gap in the literature, we collected data from a representative sample of 495 sixth to eleventh grade students in a large city in Israel. Participants responded to an online survey measuring three types of parental mediation: active guidance, restrictive supervision and non-intervention. We measured risky behavior online with items indicating the frequency of posting personal details, sending an insulting massage and meeting face-to-face with a stranger met online. In addition, respondents reported their perceptions about their peers’ attitudes toward various risky online behaviors. Multivariate findings show that after controlling for age, gender, time spent online and online activities, only restrictive parental supervision had a significant effect. However, such supervision actually increased adolescents’ risky behavior online. Perceptions that one’s peers approve of such behavior reduced the effect of restrictive parental supervision, leading to increased risky actions online. The results emphasize the importance of peer networks in youngsters’ engagement in risky online activities.
Data were collected from 3556 Chinese junior and senior high school students to explore the associations between adolescent pathological Internet use (PIU) and parental variables, including parent–adolescent communication, parental Internet use and parental Internet-specific norms regarding adolescent Internet use. In particular, this study considered the different role of parental variables under two conditions: parental norms that were consistent or inconsistent with parents’ Internet use behaviors. The participants were asked to answer an anonymous questionnaire that included all mentioned factors. The results revealed an 11% rate of adolescent PIU, and hierarchical multiple regressions indicated that parent–adolescent communication predicted PIU negatively under both conditions. When parental norms were consistent with their Internet use behaviors, parental norms predicted adolescent PIU negatively; conversely, when parental norms were inconsistent with their Internet use behaviors, parental behaviors predicted adolescent PIU positively. Implications for family-based prevention and the limitations of this study are discussed.
Recent studies have shown that children in homes with television are spending very considerable amounts of time watching TV
programs. What will be the effects of this massive exposure to a new mass medium on the developing personality of the child?
On relationships within the family? On social interaction among children? Since television is so new, it is difficult at this
point to estimate its long-range effects, but it is possible to assess some of the effects to date, and to speculate about
the implications of these effects for the future.
The present study investigated the prevalence and psychosocial correlates of Internet addiction in Hong Kong adolescents using a longitudinal design.
Three waves of data were collected over 3 years from students in 28 secondary schools in Hong Kong (Wave 1: 3,325 students, age = 12.59 ± 0.74 y; Wave 2: 3,638 students, age = 13.64 ± 0.75 y; Wave 3: 4,106 students, age = 14.65 ± 0.80 y).
Young's 10-item Internet Addiction Test, Chinese Positive Youth Development Scale, and Chinese Family Assessment Instrument were used.
At Wave 3, 22.5% of the participants met the criterion of Internet addiction, which was lower than those observed at Wave 1 (26.4%) and Wave 2 (26.7%). Using different measures at Wave 1 to predict Internet addiction at Wave 3, it was found that male students showed more problematic Internet use behavior than did female students; good family functioning predicted lower probability of having Internet addiction; positive youth development indicators negatively predicted Internet addictive behaviors over time.
The results suggest that strengthening family functioning and promoting positive youth development could be a direction for preventing Internet addiction in Hong Kong adolescents.
A novel Fe-Ti binary oxide magnetic nanoparticles which combined the photocatalytic oxidation property of TiO(2) and the high adsorption capacity and magnetic property of γ-Fe(2)O(3) have been synthesized using a coprecipitation and simultaneous oxidation method. The as-prepared samples were characterized by powder XRD, TEM, TG-DTA, VSM and BET methods. Photocatalytic oxidation of arsenite, the effect of solution pH values and initial As(III) concentration on arsenite removal were investigated in laboratory experiments. Batch experimental results showed that under UV light, As(III) can be efficiently oxidized to As(V) by dissolved O(2) in γ-Fe(2)O(3)-TiO(2) nanoparticle suspensions at various pH values. At the same time, As(V) was effectively removed by adsorption onto the surface of nanoparticles. The maximum removal capability of the nano-material for arsenite was 33.03mg/g at pH 7.0. Among all the common coexisting ions investigated, phosphate was the greatest competitor with arsenic for adsorptive sites on the nano-material. Regeneration studies verified that the γ-Fe(2)O(3)-TiO(2) nanoparticles, which underwent five successive adsorption-desorption processes, still retained comparable catalysis and adsorption performance, indicating the excellent stability of the nanoparticles. The excellent photocatalytic oxidation performance and high uptake capability of the magnetic nano-material make it potentially attractive material for the removal of As(III) from water.
Given that various childrearing cultures exist in Europe, as confirmed by analysis of the 1999/2000 European Values Survey (Halman, 2001), the present study aimed to identify and explain cross-cultural similarities and differences in strategies of parental mediation of children's Internet use. The study also sought to identify which parental mediation strategies may protect children against experiencing content risks online in general and in various childrearing cultures in particular. Parental mediation strategies and content online risk were indexed on the basis of data from 18 European countries from the Eurobarometer 2005. Findings show that all parents favor social mediation of the internet for children over strategies based on technical solutions. Favoring restrictive (by time or content) to non-restrictive mediation depends on a country's value orientation in childrearing. Analyses showed that each parental strategy has the potential to reduce the probability of children's experience of content risk online. However, the extent to which particular parental mediation strategies are protective differs across European childrearing cultures.
The audience experience with home video cassette recorders (VCRs) is examined from the perspective of the active audience concept. Based on interviews and mail questionnaires with a representative sample of Israeli VCR owners, the study finds that the orientation of VCR users to this new technology can be characterized as selective, somewhat involved, and generally productive of gratifications. Moreover, the kinds and levels of activity associated with VCR use are found to be modestly consistent across the communication sequence. Implications for the conceptualization and measurement of audience activity are also discussed.
Some mass communications scholars have contended that uses and gratifications is not a rigorous social science theory. In this article, I argue just the opposite, and any attempt to speculate on the future direction of mass communication theory must seriously include the uses and gratifications approach. In this article, I assert that the emergence of computer-mediated communication has revived the significance of use and gratifications. In fact, uses and gratifications has always provided a cutting-edge theoretical approach in the initial stages of each new mass communications medium: newspapers, radio and television, and now the Internet. Although scientists are likely to continue using traditional tools and typologies to answer questions about media use, we must also be prepared to expand our current theoretical models of uses and gratifications. Contemporary and future models must include concepts such as interactivity, demassification, hypertextuality, and asynchroneity. Researchers must also be willing to explore interpersonal and qualitative aspects of mediated communication in a more holistic methodology.
"A developmental task is a task which arises at or about a certain period of life of the individual, successful achievement of which leads to his happiness and to success with later tasks, while failure leads to unhappiness in the individual, disapproval by the society, and difficulty with later tasks." Developmental tasks may arise from physical maturation, from pressures of cultural processes, or from the emerging personality, usually from the interaction of these factors. Understanding of these tasks is useful in defining educational objectives and timing educational efforts. The developmental tasks of infancy and early childhood, of middle childhood, of adolescence, early adulthood, of middle age, and of later maturity are discussed in terms of their nature, their biological, psychological, and cultural basis, and their educational implications. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article describes the theory of parental mediation, which has evolved to consider how parents utilize interpersonal communication to mitigate the negative effects that they believe communication media have on their children. I discuss the strengths and weaknesses of this theory as employed in the sociopsychologically rooted media effects literature as well as sociocultural ethnographic research on family media uses. To account for the emotional work that digital media have introduced into contemporary family life, I review interpersonal communication scholarship based on sociologist A. R. Hochschild's (1977, 1989) work on emotions, and suggest L. Vygotsky's (1978) social development theory as a means of rethinking the role of children's agency in the interactions between parents and children that new media affords. The article concludes by suggesting that in addition to the strategies of active, restrictive, and co-viewing as parental mediation strategies, future research needs to consider the emergent strategy of participatory learning that involves parents and children interacting together with and through digital media.