Parental perceptions of technology and technology-focused parenting: Associations with youth screen time
Open accessAbstract
In the present study we propose a model linking parental perceptions of technology to technology-related parenting strategies to youth screen time, and, finally, to internalizing and externalizing problem behaviors. Participants were 615 parents drawn from three community samples of families with children across three developmental stages: young childhood, middle childhood, and adolescence. The model was tested at each stage with the strongest support emerging in the young childhood sample. One component of parental perceptions of technology, perceived efficacy, was related to technology-related parenting strategies across developmental stages. However, the association of these strategies to child screen time and, in turn, problem behaviors, diminished as children increased in age. Implications for intervention are considered.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Strategies with increased child screen time were associated with more externalizing behavioral problems.
“One publication examined technology-related parenting strategies, reporting that strategies with increased child screen time were associated with more externalizing behavioral problems [13].”
The significant association between screen time and externalizing disorder symptoms was in line with previous research [13].
“The significant association between screen time and externalizing disorder symptoms was in line with previous research [13].”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
The citation lists haven’t been fetched yet
References 61 · Cited by 116
Research works printed but not linked: 3
- Little TD 2013 The Oxford handbook of quantitative methods, volume 1: Foundations New York, NY Oxford University Press
- McKee L Jones DJ Forehand R Cuellar J 2013 Assessment of parenting style, parenting relationships, and other parent variables in child assessment Oxford handbook of psychological assessment of children and adolescents 788 821 New York Oxford
- Patterson GR Forehand R 2005 Parents and adolescents living together 1 2 Champaign, Illinois Research Press
- Authors
- Sanders, W., Parent, J., Forehand, R., Sullivan, A. D. W., & Jones, D. J.
- Affiliations
- University of Vermont (US)
- Harvard University (US)
- University of North Carolina at Chapel Hill (US)
- Corresponding author
- Sanders, Wesley
- Venue
- Journal of Applied Developmental Psychology
- Publisher
- Elsevier BV
- Published
- 2016-05
- Volume
- 44
- Pages
- 28-38
- ISSN
- 0193-3973 (ISSN-L)
- PMC
- PMC5082753
- OpenAlex
- W2298359268
- Cited by
- 116
- References
- 61
- Citations by year
- 2026: 15 · 2025: 16 · 2024: 15 · 2023: 17 · 2022: 10 · 2021: 14 · 2020: 12 · 2019: 5 · 2018: 8 · 2017: 4
- FWCI
- 25.15
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Applied Developmental Psychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Carolina Digital Repository (University of North Carolina at Chapel Hill) (submittedVersion)
- UNC Libraries
- Funders
- Child and Adolescent Psychology Training and Research, Inc. (R01MH100377, NICHD RO1HD064723)
- Topics
- Social Sciences › Education › Child Development and Digital Technology
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Education › Educational Methods and Impacts
- Keywords
- internalizing problems, externalizing problems, perceived efficacy, parenting strategies, developmental stages, childhood, adolescence, middle childhood
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
