@article{55271, abstract = {{Children’s information-related internet use positively affects their acquisition of computer- and information-related skills. Nevertheless, this use still occurs predominantly in the family context. Parents’ support of their children’s internet use can motivate them to use the internet for information-related purposes. However, while parents’ support seems to be important, the quantity and quality of parental support have been shown to have different associations with children’s motivation. Thus, the goal of the current study was to examine the relationship between parents’ support (quantity and quality), children’s motivation to engage in information-related internet use, and children’s actual information-related internet use (practical and school- or learning-related use) using structural equation modeling. In addition, we examined the mediating effects of children’s motivation. Specifically, 492 12-year-old German children answered a paper-and-pencil questionnaire. We found positive associations between the quantity and quality of parents’ support and children’s intrinsic and extrinsic motivation, while only structure-giving support was found to be related to children’s intrinsic motivation. The quantity of support was directly related to children’s school- or learning-related use, while intrinsic motivation was associated with both forms of information-related internet use. Furthermore, we confirmed that children’s motivation is an important mediator in this context. The implications of these findings for parents and children are considered.}}, author = {{Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike M.}}, journal = {{Journal of Research in Childhood Education}}, keywords = {{children's motivation, information-related internet use, quality of parental support, quantity of parental support}}, title = {{{Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation}}}, year = {{2024}}, } @article{48486, abstract = {{AbstractIntroductionIn Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' information‐related Internet use. The quality of parental support in the field of homework involvement is known to be a predictor of adolescents' learning motivation and academic achievement, often discussed with regard to self‐determination theory (SDT) in terms of autonomy support, structure, emotional support, and control. These categories were adapted in this study to analyze parents' support in adolescents' Internet searching activities.MethodsUsing a mixed‐methods approach, we combined quantitative questionnaires and qualitative observations to analyze joint information‐related Internet uses. Therefore, 243 parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed by videography in 2019/2020 in Germany. The adolescents were 11 years old, on average.ResultsThe parents rated all qualities higher than the adolescents. Emotional support was rated highest by both groups, whereas structure was rated lowest. Adolescents' and parents' view on parental support differ. The qualitative study revealed parents' often interfering behavior, whereas emotional support was low. Further, the active role of adolescents was highlighted in both quantitative and qualitative data.ConclusionsBy combining quantitative and qualitative approaches, we demonstrated a fruitful application of SDT in analyzing the quality of parental support during adolescents' Internet searches at home and shed light on the co‐construction of joint Internet searches.}}, author = {{Kurock, Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and Buhl, Heike M. and Bonanati, Sabrina}}, issn = {{0140-1971}}, journal = {{Journal of Adolescence}}, keywords = {{Psychiatry and Mental health, Developmental and Educational Psychology, Social Psychology, Pediatrics, Perinatology and Child Health}}, number = {{3}}, pages = {{566--579}}, publisher = {{Wiley}}, title = {{{A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process}}}, doi = {{http://dx.doi.org/10.1002/jad.12264}}, volume = {{96}}, year = {{2024}}, } @inbook{59568, author = {{Kamin, Anna-Maria and Meister, Dorothee M. and Buhl, Heike M.}}, booktitle = {{Medien - Bildung - Forschung}}, isbn = {{978-3-7815-2673-0}}, title = {{{Elterliche Unterstützung beim Lernen mit digitalen Medien}}}, doi = {{10.35468/6129}}, year = {{2024}}, } @inbook{56887, author = {{Kamin, Anna-Maria and Meister, Dorothee M. and Buhl, Heike M.}}, booktitle = {{Medien - Bildung - Forschung. Integrative und interdisziplinäre Perspektiven}}, editor = {{Aßmann, Sandra and Grafe , Silke and Martin, Alexander}}, publisher = {{Julius Klinkhardt}}, title = {{{Elterliche Unterstützung beim Lernen mit digitalen Medien }}}, year = {{2024}}, } @article{48370, author = {{Kurock, Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and Buhl, Heike M. and Bonanati, Sabrina}}, journal = {{Journal of Adolescence}}, number = {{14}}, title = {{{A mixed-methods study of the quality of parental support during adolescents' information-related Internet use as a co-construction process}}}, doi = {{https://doi.org/10.1002/jad.12264}}, volume = {{1}}, year = {{2023}}, } @article{47856, abstract = {{Der Beitrag betrachtet die digitale häusliche Lernumwelt von Kindern unter besonderer Berücksichtigung der Differenzkategorien Herkunft und Sprache und erarbeitet Zusammenhänge zwischen dem Migrationshintergrund, der Familiensprache, einer internetbezogenen Eltern-Kind-Interaktion sowie einer unterhaltungs- und schulbezogenen Nutzung des Internets von Kindern. Empirische Grundlagen sind standardisierte Eltern- und Kinderbefragungen sowie ethnografisch orientierte Untersuchungen in Familien. Die quantitativen Analysen zeigen, dass Kinder, deren Hauptverkehrssprache in der Familie nicht Deutsch ist, häufiger gemeinsam mit ihren Eltern das Internet nutzten. Vertiefend liessen in der qualitativen Untersuchung diejenigen Kinder häufigere und komplexere Internetnutzungsformen für schulische Zwecke erkennen, die einen Migrationshintergrund aufweisen und hauptsächlich in ihrer Herkunftssprache (nicht Deutsch) innerhalb der Familie sprechen. Insbesondere in Familien, die selten in der Häuslichkeit Deutsch sprechen, hat sich die (gemeinsame) Internetrecherche als Mittel zur Kompensation von Sprachbarrieren erwiesen. Fehlende elterliche Unterstützungsmöglichkeiten aufgrund von sprachlichen Verständnisproblemen können insofern durch kindliche, elterliche oder gemeinsame Rechercheprozesse ausgeglichen werden.}}, author = {{Richter, Lea and Gruchel, Nicole and Buhl, Heike M. and Kamin, Anna-Maria}}, issn = {{1424-3636}}, journal = {{MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}}, keywords = {{General Medicine}}, pages = {{293--319}}, publisher = {{Sektion Medienpadagogik der Deutschen Gesellschaft fur Erziehungswissenschaft - DGfE}}, title = {{{Herkunftsbedingte und sprachliche Einflüsse bei der häuslichen Internetnutzung von Kindern}}}, doi = {{10.21240/mpaed/jb20/2023.09.12.x}}, year = {{2023}}, } @article{32563, abstract = {{Die Kooperation zwischen Elternhaus und Schule kann Eltern in ihren Fähigkeiten zur Internetnutzung und -gestaltung sowie in der Wahl passender Medienerziehungsstrategien ihrer Kinder unterstützen. Voraussetzung dafür ist Wissen darüber, welche Kooperationsangebote Eltern von Schulen zum Thema digitale Medien erhalten. Die vorliegende Studie untersuchte anhand einer Befragung von N = 736 Schülerinnen und Schülern der fünften Klassenstufe und N = 426 ihrer Eltern, welche Informations- und Teilhabeangebote letztere erhielten und wie diese Angebote mit elterlichen Fähigkeiten zur Nutzung und Gestaltung des Internets sowie Medienerziehung zusammenhängen. Eltern erhielten nur zum Teil Informations- und Teilhabeangebote zum Thema ‹digitale Medien›. Eltern mit Migrationshintergrund und Eltern mit niedrigeren bis mittleren Bildungsabschlüssen berichteten aber, häufiger Angebote zu erhalten. Je häufiger Eltern Angebote erhielten, bei denen sie digitale Medien mit ihren Kindern zusammen ausprobieren und erproben konnten, umso geringer waren Fähigkeiten zur Internetnutzung. Dies kann mit der Passung der Angebote von Schulen zu den Bedürfnissen von Eltern zusammenhängen, aber auch ein Anzeichen dafür sein, dass gerade Eltern mit geringeren Fähigkeiten auf Kooperationsangebote von Schulen eingehen. Es wurden keine signifikanten Zusammenhänge zwischen Kooperationsangeboten und Medienerziehung gefunden. Ergebnisse können helfen, vermehrte Angebote für Eltern zu schaffen sowie adressatengerecht zu gestalten.}}, author = {{Bonanati, Sabrina and Kurock, Ricarda and Gruchel, Nicole and Buhl, Heike M.}}, issn = {{1424-3636}}, journal = {{MedienPädagogik}}, pages = {{72--92}}, title = {{{Kooperation von Elternhaus und Schule zum Thema "digitale Medien". Unterschiede zwischen Elternhäusern und Zusammenhänge mit elterlichen Fähigkeiten zur Nutzung und Gestaltung des Internets sowie Medienerziehung}}}, doi = {{10.21240/mpaed/46/2022.01.15.x}}, volume = {{46}}, year = {{2022}}, } @article{32565, abstract = {{The family plays an important role in adolescents’ social development. Yet there is little information about the impact of family climate on adolescents’ social adaptation, and the term “family climate” is seldom clearly defined and is usually related to other concepts, such as family systems or family environments. To understand the core of family climate, this study conducted a systematic review to analyze research about family climate associated with adolescents’ social adaptation in community samples. A search of empirical research published over the last 20 years identified 12 relevant studies. The studies revealed that family climate can mainly be described in terms of cohesion, conflict, organization, adaptability, and expressiveness. Family climate was shown to be a good predictor of both problem-solving skills and violence in relationships and exhibited further associations with other aspects of social adaptation. This review revealed a need for more systematic and longitudinal research on family climate in community samples.}}, author = {{Kurock, Ricarda and Gruchel, Nicole and Bonanati, Sabrina and Buhl, Heike M.}}, issn = {{2363-8346}}, journal = {{Adolescent Research Review}}, keywords = {{Family environment, Family system, Adolescents, Social adaptation, Systematic review}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review}}}, doi = {{10.1007/s40894-022-00189-2}}, year = {{2022}}, } @article{35142, author = {{Kurock, Ricarda and Gruchel, Nicole and Bonanati, Sabrina and Buhl, Heike M.}}, journal = {{Empirische Pädagogik}}, number = {{2}}, pages = {{12 -- 32}}, title = {{{Frag mich, dann helfe ich dir – Familienklima und Hilfebitten von Kindern als Gelingensbedingungen für elterliche Unterstützung bei Informationssuchen im Internet}}}, volume = {{36}}, year = {{2022}}, } @article{35141, author = {{Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike M.}}, journal = {{Empirische Pädagogik}}, number = {{2}}, pages = {{204 -- 221}}, title = {{{Soziale Disparitäten in der schulbezogenen Internetnutzung von Kindern überwinden: Die Rolle der elterlichen Unterstützung als möglicher Vermittler}}}, volume = {{36}}, year = {{2022}}, } @article{32564, abstract = {{Internet use is significant in the everyday lives of children and can be distinguished into different uses (e.g., entertainment-related, informative or school-related). When considering the literature on internet inquiries, the family as an informal place of learning is of particular importance. Although some predictors within the family (e.g., structural factors) are widely researched, comprehensive results on the influence of parental involvement, especially parental instruction as a form of parental support during information-related internet activities, on different internet uses are still lacking. Therefore, the study investigates (1) the relationship of parental role construction, self-efficacy, internet skills, and parental instruction in information-related internet use perceived by parents and children and (2) the relationship of parental role construction, self-efficacy, internet skills, parental instruction, and children's internet uses at home (entertainment-related, practical and school-or-learning-related). The mediation effects of parental instruction were also tested. A paper-and-pencil questionnaire was answered by 361 German children and their parents. Structural equation modeling was applied to answer the research questions. We observed that children's perceived parental instruction was positively associated with children's practical and school-or-learning-related internet use. Parents' motivational factors were the strongest predictors for parents' perceived parental instruction The findings have significant implications for research and practice on how parents can be more active in fulfilling their role as supporters for children's internet use.}}, author = {{Gruchel, Nicole and Kurock, Ricarda and Bonanati, Sabrina and Buhl, Heike M.}}, issn = {{0360-1315}}, journal = {{Computers & Education}}, publisher = {{Elsevier BV}}, title = {{{Parental involvement and Children's internet uses - Relationship with parental role construction, self-efficacy, internet skills, and parental instruction}}}, doi = {{10.1016/j.compedu.2022.104481}}, volume = {{182}}, year = {{2022}}, } @article{35143, author = {{Bonanati, Sabrina and Buhl, Heike M. and Gerhardts, Lara and Kamin, Anna-Maria and Meister, Dorothee}}, journal = {{Medienimpulse}}, number = {{4}}, title = {{{Digitale häusliche Lernumgebung: Prädiktoren und Effekte elterlicher Unterstützung beim Lernen mit digitalen Medien}}}, doi = {{10.21243/mi-04-22-17}}, volume = {{60}}, year = {{2022}}, } @article{32558, abstract = {{With the rapid progress of technological development, self-efficacy in reference to digital devices (i.e., information and computer technology [ICT] self-efficacy) is an important driver that helps students to deal with technological problems and support their lifelong learning processes. Schools, peers, and home learning environments are important sources for the development of positive self-efficacy. Expanding on previous research, we investigated the associations between different aspects of the digital home learning environment and students’ ICT self-efficacy. The moderation effects of gender were also tested. A total of 651 children answered a questionnaire about different digital home learning environment dimensions and estimated their ICT self-efficacy using an adapted scale—Schwarzer and Jerusalem’s (1999) general self-efficacy scale. Using the structural equation modeling technique, a digital home learning environment containing six different qualities of parental support was investigated. Families’ cultural capital, parents’ attitudes toward the Internet, and shared Internet activities at home contributed positively to ICT self-efficacy. We observed small gender differences, with the moderation effect being nonsignificant. The results help researchers and practitioners to understand how different dimensions of the digital home learning environment support ICT self-efficacy. We will discuss how parents can enhance the home learning environment and how teachers can integrate this knowledge into formal education.}}, author = {{Bonanati, Sabrina and Buhl, Heike M.}}, issn = {{1387-1579}}, journal = {{Learning Environments Research}}, keywords = {{Digital media use, Gender, Home learning environment, ICT self-efcacy, Motivation, Parental involvement}}, number = {{2}}, pages = {{485--505}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{The digital home learning environment and its relation to children’s ICT self-efficacy}}}, doi = {{10.1007/s10984-021-09377-8}}, volume = {{25}}, year = {{2021}}, }