一个混合方法研究青少年在与信息相关的互联网使用过程中父母支持的质量,作为一个协同构建过程
Ricarda Kurock1, Jeannine Teichert2, Dorothee M Meister2
1Educational and Developmental Psychology, Paderborn University, Paderborn, Germany.
Journal of adolescence
|October 17, 2023
概括
父母和青少年在网上作业时对父母支持的看法不同. 虽然父母对支持的评价更高,但这两组人对情感支持的评价都更高,但观察到情感支持的水平很低,父母的干预也很频繁.
科学领域:
- 心理学 心理学 心理学
- 媒体研究 媒体研究
- 教育教育教育教育教育教育.
背景情况:
- 在青少年使用互联网完成学业任务时,家长的支持至关重要,但在质量方面研究不足.
- 现有的研究往往侧重于支持的数量,在理解其定性方面留下了一个差距.
- 自决理论 (SDT) 为分析家长支持 (自主,结构,情绪,控制) 在家庭作业环境中提供了一个框架.
研究的目的:
- 分析青少年在家中与信息相关的互联网使用的家长支持的质量.
- 在联合互联网搜索期间调查父母和青少年对父母支持的看法.
- 应用自决理论 (SDT) 类别来理解父母对青少年在线学习的参与.
主要方法:
- 一种混合方法的方法,结合了定量调查和定性观察.
- 243个父母-青少年二元组填写了调查问卷.
- 通过视频摄影观察了六个父母-青少年二合体,青少年平均年龄为11岁.
主要成果:
- 父母始终认为支持的品质高于青少年.
- 情感支持得到了两个组的最高评分,而结构的评分是最低的.
- 父母和青少年的观点之间出现了差异;定性数据显示了父母的干涉和低情感支持,以及青少年的积极角色.
结论:
- 该研究成功地应用了自决理论 (SDT) 来分析青少年在家中使用互联网时父母支持的质量.
- 调查结果强调了父母和青少年共同搜索互联网的共同构建性质.
- 了解这些动态是优化家长参与数字学习环境的关键.
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