Conditioning and predictive factors of Spanish families’ digital and media practices applied with their children

Abstract

Educating is currently more difficult than in the past due to these social networks (Instagram, YouTube or TikTok) and technology, as electronic devices (smartphones, tablets or laptops). Families are fundamental actors in primary socialisation and in the use of media by minors, but the role of parents in their children’s relationship with new media is a field that needs to be further explored in depth. This study aims to identify which sociodemographic factors intervene in the activation of digital and media parenting practices of Spanish families (involvement, positive parenting, poor supervision, inconsistent, appropriate and strict discipline) (e-APQ). This study is framed within a quantitative, non-experimental, cross-sectional, descriptive and inferential research design. A stepwise multiple linear regression has been included. A questionnaire containing sociodemographic variables relating to parents and children, as well as the e-APQ dimensions, was applied to 978 Spanish families. Results show that sociodemographic factors (sex of parents and children, educational stage of children’s schooling, mother’s occupation and father’s educational level) influence the digital and media parenting practices. The educational stage of schooling of the first child, parental involvement and appropriate discipline are predictors of positive parenting. Families need to develop digital, media and parenting skills that enable them to critically analyze content circulating on social networks sites to ensure the protection and rights of children in the framework of positive parenting. These efforts must be led by means of a specific public policy based on scientific evidence, the technology industry, media, regulatory councils and educational institutions, among others.