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Dispositivos digitais e idade pré-escolar: Perceções e mediação parentais
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Advisor(s)
Abstract(s)
Os dispositivos digitais (DD), cada vez mais presentes na vida das crianças, têm sido associados a benefícios e riscos para o seu desenvolvimento, dependendo do modo como são usados. Os pais desempenham um papel central na forma como os seus filhos usam os DD, pelo que é crucial perceber que estratégias seguem para gerir esse uso e que fatores podem explicar a forma como o fazem. O presente estudo tem como principais objetivos descrever e relacionar as perceções que os pais têm sobre o uso de dispositivos digitais (DD) pelos seus filhos, as práticas que usam para o mediar, bem como a frequência com que utilizam esses dispositivos. Foram inquiridos 232 pais portugueses com filhos em idade pré-escolar através de um questionário online partilhado nas redes sociais, que incluía dois instrumentos construídos por Nikken e Schols (2015), traduzidos e adaptados para o presente estudo. Foi realizada uma análise fatorial confirmatória para garantir a validade do instrumento. Os principais resultados permitiram perceber que os pais percecionam mais os efeitos negativos dos DD, comparativamente com os outros tipos de perceções. Além disso, utilizam maioritariamente as estratégias de mediação restritiva e de supervisão. Foi possível identificar correlações positivas fracas e moderadas entre todas as estratégias de mediação e as perceções parentais dos efeitos positivos dos DD. Adicionalmente, observou-se uma correlação entre a frequência de uso dos DD (dos pais e filhos) e as perceções dos DD como babysitters, uma correlação entre a frequência de uso dos DD pelos filhos e as estratégias de mediação parental ativa e co-uso e, por fim, uma correlação entre a frequência de uso de DD pelos pais e pelos filhos. Estes resultados levantam questões para estudos futuros.
Digital devices (DD), which are increasingly present in children's lives, have been associated with developmental benefits and risks, depending on how they are used. Parents play a central role in how their children use DD, so it's crucial to understand what strategies they follow to manage this use and what factors can explain how they do it. The main objectives of this study are to describe and relate the perceptions that parents have about the use of digital devices (DD) by their children, the practices they use to mediate it, as well as the frequency with which they use these devices. 232 Portuguese parents with preschool-age children were surveyed through an online questionnaire shared on social networks, which included two instruments built by Nikken and Schols (2015), translated and adapted for the present study. A confirmatory factor analysis was performed to ensure the validity of the instrument. The main results allowed us to perceive that parents perceive more the negative effects of DD, compared to other types of perceptions. In addition, they mostly use restrictive mediation and supervisory strategies. It was possible to identify weak and moderate positive correlations between all mediation strategies and parental perceptions of the positive effects of DD. Additionally, a correlation was observed between the frequency of DD use (of parents and children) and the perceptions of DD as babysitters, a correlation between the frequency of DD use by children and active parental mediation and co-use strategies and, finally, a correlation between the frequency of DD use by parents and children. These results raise questions for future studies.
Digital devices (DD), which are increasingly present in children's lives, have been associated with developmental benefits and risks, depending on how they are used. Parents play a central role in how their children use DD, so it's crucial to understand what strategies they follow to manage this use and what factors can explain how they do it. The main objectives of this study are to describe and relate the perceptions that parents have about the use of digital devices (DD) by their children, the practices they use to mediate it, as well as the frequency with which they use these devices. 232 Portuguese parents with preschool-age children were surveyed through an online questionnaire shared on social networks, which included two instruments built by Nikken and Schols (2015), translated and adapted for the present study. A confirmatory factor analysis was performed to ensure the validity of the instrument. The main results allowed us to perceive that parents perceive more the negative effects of DD, compared to other types of perceptions. In addition, they mostly use restrictive mediation and supervisory strategies. It was possible to identify weak and moderate positive correlations between all mediation strategies and parental perceptions of the positive effects of DD. Additionally, a correlation was observed between the frequency of DD use (of parents and children) and the perceptions of DD as babysitters, a correlation between the frequency of DD use by children and active parental mediation and co-use strategies and, finally, a correlation between the frequency of DD use by parents and children. These results raise questions for future studies.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Keywords
Mediação parental Perceções parentais Dispositivos digitais Pré-escolar Parental mediation Parental perceptions Digital devices Preschool Preschool
Citation
Salvador, L. (2024). Dispositivos digitais e idade pré-escolar: Perceções e mediação parentais. [Dissertação de mestrado] Ispa - Instituto Superior