Parent-Child Relational Problem, Problematic Media Use, Screen Media Use
Conditions
Keywords
Parent education, problematic media use, randomized controlled trial, 4-6 years old, digital parenting self-efficacy
Brief summary
This study aims to examine the effect of screen addiction education given to parents of children aged 4-6 on children's problematic media use and parents digital parenting self-efficacy. The widespread use of digital technologies in early childhood has increased children's media habits and led to a risk of problematic screen use. It is known that parent knowledge and attitudes toward digital media directly influence children's media behaviors. Therefore, this study will evaluate the effectiveness of parental education in reducing children's problematic media use and improving parents digital parenting skills.
Detailed description
The rapid development of digital technologies has significantly changed the lifestyles of children in early childhood. The widespread use of digital devices such as televisions, tablets, smartphones, and computers has integrated media into children's play, learning, and socialization processes. However, this also increases the risk of problematic media use and screen addiction, particularly during the critical developmental period of ages 4-6. Previous studies indicate that children's media usage behaviors are directly influenced by parents knowledge, attitudes, and behaviors regarding digital media. In this context, digital parenting self-efficacy refers to parents' ability to manage, guide, and protect their children's digital media use. However, many parents struggle to adapt to the rapidly evolving digital environment and face difficulties in effectively regulating their children's media consumption. This study is designed to evaluate the effect of screen addiction education provided to parents of children aged 4-6 on children's problematic media use and parents digital parenting self-efficacy. The intervention includes training on digital media use, screen time management, and protective parenting strategies. The study is expected to contribute to the development of healthy media habits in early childhood and to strengthen parents digital parenting skills.
Interventions
BEHAVIORALscreen addiction training
The training program was prepared using specialized booklets and presentations, and in line with expert opinions.
Sponsors
Kahramanmaras Sutcu Imam University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
This is a randomized controlled trial with a parallel group design. Participants are assigned to intervention and control groups. The intervention group receives a parental education program, while the control group receives no intervention. Outcomes are measured before and after the intervention.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Being 18 years of age or older. Voluntarily agreeing to participate in the research. Having the ability to read, write, speak, and understand Turkish. Having a child aged 4-6 years. The child attending the relevant preschool. Participating in the training sessions required by the research.
Exclusion criteria
Refusal to participate in the study. The child having special needs or a chronic illness. Having difficulty understanding and speaking Turkish.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Digital Parenting Self-Efficacy Scale | 6 weeks | Digital Parenting Self-Efficacy Scale, this scale was developed to assess parents' self-efficacy levels regarding media use. Items are scored on a Likert scale from 1 (not at all competent) to 5 (very competent). The scale consists of three sub-dimensions: digital literacy, digital safety, and digital communication. An increase in the score indicates a higher level of parental self-efficacy. |
| Problematic media use scale | 6 weeks | Problematic media use scale, the scale items are Likert-type, scored between 1 (never) and 5 (always). The total score obtained from the scale is divided by the number of items (27) to calculate the mean score. An increase in the obtained score indicates an increase in the level of problematic media use. |
Countries
Turkey (Türkiye)
Contacts
STUDY_DIRECTORAyfer Kara, Dr. Assistant Professor
Kahramanmaras Sutcu Imam University Institute of Health Sciences
Outcome results
None listed