Date of Award
2025
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy (Integrated)
School
School of Education
First Supervisor
Lynette Vernon
Second Supervisor
Nicola Johnson
Third Supervisor
Joseph Scott
Abstract
Children are increasingly engaging with digital devices at an early age in both home and school settings, largely due to the portability and interactivity of these technologies, and with access fuelled by the COVID-19 pandemic. As primary educators, parents play a crucial role in mediating their children’s digital device use. However, many parents lack awareness of the impact of digital devices and effective strategies to manage them. This thesis aimed to investigate the complex dynamics of parental mediation in children’s digital device use, focussing on how parental self-efficacy, societal pressures, and access to information influence parental decisions. The research responds to the growing concerns over children’s screen time and the challenges parents face in managing digital interactions, aiming to identify strategies that can support parents in fostering healthy digital habits for their children. The thesis is structured around four distinct studies, each contributing to a comprehensive exploration of digital parenting. Study One presented a scoping review that examines the relationship between parental self-efficacy and children’s screen time, identifying gaps in the existing literature and offering theoretical recommendations. The review highlights the crucial role of self-efficacy, showing that parents with higher confidence in managing screen time report lower levels of digital device use among their children. Study Two reported on a pilot study that explores parental perceptions of the impact of digital device use on child behaviour and executive functioning. The findings revealed that increased digital device use, particularly on weekends, is associated with negative behaviours and difficulties in task initiation and working memory. Despite employing various mediation strategies, parents often face challenges in enforcing screen time limits, leading to family conflict and reliance on informal sources of guidance. Study Three utilised a mixed-methods approach to delve into the psychological dynamics of shame, self-stigma, and self-efficacy in digital parenting. The study found that societal pressures significantly influence parental self-efficacy, with feelings of shame and fear of judgment impacting how they regulate screen time. These findings supported the need for interventions that address psychological barriers and build parental confidence in managing digital device use. Study Four adopted a qualitative approach using Bronfenbrenner’s Person-Process-Context-Time (PPCT) model to understand the broader contextual challenges in digital parenting. This study highlighted the impact of societal norms, cultural expectations, and educational demands on parental practices, emphasising the need for supportive frameworks that empower parents to navigate these complexities. Integrating the findings across these studies provides a holistic understanding of the factors influencing digital parenting. The thesis argues for the development of tailored educational resources and policy initiatives that consider the diverse needs of families, address societal pressures, and promote digital literacy. The thesis provides a solid foundation for developing evidence-based interventions that align school and home expectations particularly in the context of increased screen-based activities accelerated by the COVID-19 pandemic.
DOI
10.25958/b320-xk93
Access Note
Access to this thesis is embargoed until 27th March 2027
Recommended Citation
Milford, S. (2025). Parents’ knowledge, understanding, and mediation practices of digital device use among children. Edith Cowan University. https://doi.org/10.25958/b320-xk93