Exploring the effects of parental digital citizenship on children’s screen-based media use and well-being /

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Student Theses

2025

Li, Ling Xi

Hong Kong : The Education University of Hong Kong

Thesis

This study investigates the influence of parental digital citizenship (PDC) on preschool children’s screen-based media use (SMU) and psychological well-being in Shenzhen, China, using a sequential-explanatory mixed methods design. A total of 300 parents of preschool-aged children were recruited through stratified random sampling to complete a structured questionnaire, followed by in-depth interviews with 7 purposefully selected parents.Grounded in Bronfenbrenner’s bioecological model and Bandura’s social learning theory, the study assessed five dimensions of PDC: ethics for the digital environment, fluency, reasonable activity, self-identity, and social/cultural engagement. Structural equation modeling showed that PDC self-identity significantly and negatively predicted children’s emotional, social, and behavioral difficulties (β = –0.23, p = .004, 95% CI [–0.38, –0.08]). In contrast, higher parental engagement in social/cultural digital spaces positively predicted child difficulties (β = 0.21, p = .016, 95% CI [0.04, 0.38]). Other PDC dimensions did not significantly predict SMU, well-being, or quality of life. Screen-based media use significantly predicted increased behavioral problems in children (β = 0.29, p = .002, 95% CI [0.11, 0.47]), though it did not predict children’s perceived quality of life. Qualitative findings further highlighted how parental modeling of digital behaviors influenced children’s media habits and psychosocial outcomes. Qualitative findings enriched these results, highlighting the mechanisms by which parental modeling and digital norms influence children’s screen habits and psychosocial development. Excessive parental digital engagement often contributed to emotional neglect and disrupted bonding, while mindful parental digital practices supported healthier child outcomes. This research fills a critical gap in literature concerning early childhood digital citizenship in the Chinese context and offers empirical guidance for educators, policymakers, and parents in fostering responsible digital environments. A key limitation is the reliance on self-reported measures, which may introduce response bias; future studies could integrate observational or longitudinal data for triangulation and causality inference

LG51.H43 Dr 2025eb Lilx

https://educoll.lib.eduhk.hk/records/PzPvanK6