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Published VersionCC BY V4.0, Open Access
Journal article
Exploring Parent Self-Efficacy in Children's Digital Device Use: Understanding Shame and Self-Stigma Through a Mixed-Methods Approach
International Journal of Child - Computer Interaction, Vol.43, pp.1-9
2025
Abstract
This study utilized a mixed-methods approach to explore the relationship between shame, parental self-stigma, and parental self-efficacy in managing children’s digital device use, while considering societal pressure and social media influence. Data was collected via an online survey administered to parents of school-aged children. The sample included 394 predominantly female Australian parents. Quantitative analyses, including confirmatory factor analysis and structural equation modeling, were complemented by qualitative thematic inductive content analysis. Results indicated a significant mediation effect of self-stigma on the relationship between shame and self-efficacy. Qualitative analysis revealed themes of societal pressure, judgement-based pressure, and social media pressure, highlighting contextual influences on parent self-stigma and self-efficacy. The convergence of quantitative and qualitative findings emphasizes the pivotal role of shame in influencing parental self-efficacy in the digital realm. This comprehensive approach enriches our understanding by illustrating how societal pressures and online influences contribute to feelings of shame and self-stigma among parents. Recommendations include establishing clear digital device guidelines for parents and implementing targeted interventions to mitigate parental shame and self-stigma, thereby enhancing parental self-efficacy in managing children’s digital device use. These findings contribute to understanding the psychological dynamics of parenting in the digital age and offer insights to support parents in navigating this evolving landscape.
Details
- Title
- Exploring Parent Self-Efficacy in Children's Digital Device Use: Understanding Shame and Self-Stigma Through a Mixed-Methods Approach
- Authors
- Stephanie C. Milford (Corresponding Author) - Edith Cowan UniversityLynette Vernon - Edith Cowan UniversityJoseph J. Scott - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessNicola F. Johnson - Edith Cowan University
- Publication details
- International Journal of Child - Computer Interaction, Vol.43, pp.1-9
- Publisher
- Elsevier BV
- Date published
- 2025
- DOI
- 10.1016/j.ijcci.2024.100718
- ISSN
- 2212-8697; 2212-8689
- Copyright note
- © 2024 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0).
- Data Availability
- Data will be made available on request.
- Grant note
- Stephanie Milford reports financial support was provided by Australian Research Training Program (RTP) scholarship and an Edith Cowan University Higher Degree by Research (HDR) scholarship.
- Organisation Unit
- Healthy Ageing Research Cluster; School of Education and Tertiary Access; Cancer Research Cluster
- Language
- English
- Record Identifier
- 991087895802621
- Output Type
- Journal article
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