Children in the Digital World from a Parental Perspective: A Scoping Review

Abstract

Children in the Digital World from a Parental Perspective: A Scoping Review Abstract This scoping review examines how parents perceive, manage their children's interactions with digital media. The review focuses on the relationship between parents' digital literacy levels, control strategies, and children's screen time habits. Based on the analysis of 23 peer-reviewed studies published between 2016-2024, the findings reveal how children use digital media for entertainment and educational purposes, how parents perceive the risks associated with excessive screen time, how parental roles have shifted from rule enforcers to digital guides. Children's screen time is shaped by their access to digital devices, their parents' level of awareness, supervision approaches, and boundary-setting practices. Excessive, unstructured screen use can negatively impact family communication, children's physical, psychological development, and academic performance. Moreover, authoritarian parenting styles are noted to increase children's resistance and the amount of time spent in front of screens. In contrast, supportive and digitally literate parents effectively manage online threats. The review also acknowledges a lack of focus on cultural diversity, differences across digital media types, recommending that future research address these gaps. Keywords: Parental Digital Literacy, Children’s Screen Time, Digital Parenting, Parental Mediation, Family Communication

Keywords

• Parental Digital Literacy
• Children’s Screen Time
• Digital Parenting
• Parental Mediation
• Family Communication

Ebeveyn Bakış Açısıyla Dijital Dünyada Çocuklar: Bir Kapsam Derlemesi

Öz

Ebeveyn Bakış Açısıyla Dijital Dünyada Çocuklar: Bir Kapsam Derlemesi Öz Bu kapsam derlemesi, ebeveynlerin çocuklarının dijital medya ile kurdukları etkileşimleri nasıl algıladıklarını, bu süreci nasıl yönettiklerini incelemektedir. Derleme, ebeveynlerin dijital okuryazarlık düzeyleri, kullandıkları kontrol stratejileri ve çocukların ekran kullanım alışkanlıkları arasındaki ilişkiye odaklanmaktadır. 2016–2024 yılları arasında yayımlanmış 23 hakemli çalışmanın analiziyle oluşturulan bulgular, çocukların dijital medyayı hem eğlence hem de eğitim amacıyla nasıl kullandıklarını, ebeveynlerin aşırı ekran süresine dair risk algılarını, ebeveyn rollerinin kural koyuculuktan dijital rehberliğe nasıl evrildiğini ortaya koymaktadır. Çocukların ekran süresi, yalnızca dijital araçlara erişimlerine değil, ebeveynlerin farkındalık düzeylerine, denetim ve sınır koyma yaklaşımlarına da bağlı olarak şekillenmektedir. Aşırı, düzensiz ekran kullanımı, aile içi iletişimi, çocukların fiziksel, psikolojik gelişimini ve akademik performanslarını olumsuz etkileyebilmektedir. Ayrıca otoriter ebeveynlik tarzlarının çocuklarda direnç ve ekran başında geçirilen sürede artışa yol açtığı belirtilmektedir. Buna karşılık, destekleyici ve dijital açıdan bilgili ebeveynler çevrimiçi tehditlerle daha etkili şekilde başa çıkabilmektedir. Derleme; kültürel çeşitliliğin, medya türlerine özgü farklılıkların yeterince ele alınmadığını kabul ederek, gelecekte bu boşlukların giderilmesini önermektedir. Anahtar Kelime: Ebeveyn Dijital Okuryazarlığı, Çocukların Ekran Süresi, Dijital Ebeveynlik, Ebeveyn Arabuluculuğu, Aile İçi İletişim

Anahtar Kelimeler

• ebeveyn dijital okuryazarlığı
• çocukların ekran süresi
• dijital ebeveynlik
• ebeveyn arabuluculuğu
• aile içi iletişim

Kaynakça

1. Akaroğlu, G. (2022). Parental attitudes and social emotional well-being predict digital game addiction in Turkish children. The American Journal of Family Therapy, 52(4), 311–329. https://doi.org/10.1080/01926187.2022.2117249
2. Altuna, J., Martínez-de-Morentin, J.-I., & Lareki, A. (2020). The impact of becoming a parent about the perception of Internet risk behaviors. Children and Youth Services Review, 110, 104803. https://doi.org/10.1016/j.childyouth.2020.104803
3. Atturu, H., & Gujju, S. (2024). Maternal awareness and practices in managing screen-time for children. European Psychiatry, 67(1), 358-359. https://doi.org/10.1192/j.eurpsy.2024.738
4. Ayar, H., Bulut, N., & Gelici, Z. (2023). Investigation of Parents’ Views on Their Children’s Digital Media Use Within the Scope of the Project on Combating Digital Addiction in Early Childhood. Journal of Sakarya University Faculty of Theology, 25(47), 1–33. https://doi.org/10.17335/sakaifd.1252105
5. Banić, L., & Orehovački, T. (2024). A comparison of parenting strategies in a digital environment: A systematic literature review. Multimodal Technologies and Interaction, 8(4), 32. https://doi.org/10.3390/mti8040032
6. Brauchli, V., Sticca, F., Edelsbrunner, P., von Wyl, A., & Lannen, P. (2024). Are screen media the new pacifiers? The role of parenting stress and parental attitudes for children’s screen time in early childhood. Computers in Human Behavior, 152, 108057. https://doi.org/10.1016/j.chb.2023.108057
7. Bush, N. R., Wakschlag, L. S., LeWinn, K. Z., Hertz-Picciotto, I., Nozadi, S. S., Pieper, S., Lewis, J., Biezonski, D., Blair, C., Deardorff, J., Neiderhiser, J. M., Leve, L. D., Elliott, A. J., Duarte, C. S., Lugo-Candelas, C., O’Shea, T. M., Avalos, L. A., Page, G. P., & Posner, J. (2020). Family environment, neurodevelopmental risk, and the Environmental Influences on Child Health Outcomes (ECHO) initiative: Looking back and moving forward. Frontiers in Psychiatry, 11, 547. https://doi.org/10.3389/fpsyt.2020.00547
8. Carson, V., & Kuzik, N. (2021). The association between parent–child technology interference and cognitive and social-emotional development in preschool-aged children. Child: Care, Health and Development, 47(4), 477-483. https://doi.org/10.1111/cch.12859

9. Centre for Reviews and Dissemination. (2009). Systematic Reviews: CRD’s guidance for under taking reviews in health care. University of York. Chassiakos, Y. L., Radesky, J., Christakis, D., Moreno, M. A., & Cross, C. (2016). Children and adolescents and digital media. Pediatrics, 138(5), e20162593. https://doi.org/10.1542/peds.2016-2593
10. Chia, M. Y. H., Komar, J., Chua, T. B. K., & Tay, L. Y. (2022). Associations between parent attitudes and on- and off-screen behaviours of preschool children in Singapore. International Journal of Environmental Research and Public Health, 19(18), 11508. https://doi.org/10.3390/ijerph191811508
11. Cullen, J., Muntz, A., Marsh, S., Simmonds, L., Mayes, J., O’Neill, K., & Duncan, S. (2024). Impacts of digital technologies on child and adolescent health: Recommendations for safer screen use in educational settings. The New Zealand Medical Journal, 137(1598), 9–13. https://doi.org/10.26635/6965.6565
12. Ding, K., & Li, H. (2023). Digital addiction intervention for children and adolescents: A scoping review. International Journal of Environmental Research and Public Health, 20(6), 4777. https://doi.org/10.3390/ijerph20064777
13. Dontre, A. (2020). The influence of technology on academic distraction: A review. Human Behavior and Emerging Technologies, 3(3), 379-390. https://doi.org/10.1002/hbe2.229
14. Durualp, E., Güneş, L. C., & Durualp, E. (2023). Exploring of Parental Attitudes in the Context of the Digitalized Family. Journal of Education and Future, (24), 15-29. https://doi.org/10.30786/jef.1243788
15. Dzakiah, L., Wulandari, P., & Cahyono, R. (2024). Overview of digital literacy in parents with children who have online resilience. Psikoborneo: Jurnal Ilmiah Psikologi, 12(2). https://doi.org/10.30872/psikoborneo.v12i2.14100
16. Fidan, A., & Seferoğlu, S. S. (2020). Digital parenting in the online environments: A review of problems and suggestions. Bartın University Journal of Faculty of Education, 9(2), 233–251. https://doi.org/10.14686/BUEFAD.664141 Fitzpatrick, C., Harvey, E., Cristini, E., Laurent, A., Lemelin, J., & Garon-Carrier, G. (2022). Is the association between early childhood screen media use and effortful control bidirectional? A prospective study during the COVID-19 pandemic. Frontiers in Psychology, 13, 918834. https://doi.org/10.3389/fpsyg.2022.918834
17. Geniş, Ç., & Ayaz-Alkaya, S. (2023). Digital game addiction, social anxiety, and parental attitudes in adolescents: A cross-sectional study. Children and Youth Services Review, 153, 106931. https://doi.org/10.1016/j.childyouth.2023.106931
18. Grané, M., Suárez, R., & Sabando, D. (2023). It depends on you: Family beliefs of digital technologies as a regulator of children’s screen use. Digital Education Review, 43, 151–171. https://doi.org/10.1344/der.2023.43.151-171
19. Haddock, A., Ward, N., Yu, R., & O’Dea, N. (2022). Positive effects of digital technology use by adolescents: A scoping review of the literature. International Journal of Environmental Research and Public Health, 19(21), 14009. https://doi.org/10.3390/ijerph192114009
20. Harris, L., & Jacobs, J. (2022). Digital parenting advice: Online guidance regarding children’s use of the internet and social media. Family Relations, 71(5), 1803–1817. https://doi.org/10.1111/fare.12813
21. Helsper, E., Veltri, G. A., & Livingstone, S. (2024). Parental mediation of children’s online risks: The role of parental risk perception, digital skills and risk experiences. New Media & Society. https://doi.org/10.1177/14614448241261945
22. Hernandez, J. M., Ben-Joseph, E. P., Reich, S., & Charmaraman, L. (2024). Parental monitoring of early adolescent social technology use in the US: A mixed-method study. Journal of Child and Family Studies, 33, 759–776. https://doi.org/10.1007/s10826-023-02734-6
23. Holzinger, D., Dall, M., Sanduvete-Chaves, S., Saldaña, D., Chacón-Moscoso, S., & Fellinger, J. (2020). The impact of family environment on language development of children with cochlear implants: A systematic review and meta-analysis. Ear and Hearing, 41(5), 1077–1091. https://doi.org/10.1097/AUD.0000000000000852
24. Horita, H., Seki, Y., & Shimizu, E. (2022). Parents’ perspectives on their relationship with their adolescent children with internet addiction: Survey study. JMIR Pediatrics and Parenting, 5(4), e35466. https://doi.org/10.2196/35466
25. Hursen, C., Karaokçu, H., Hatipoğlu, T. T., Karasalih, S., Suhanberdyyeva, D., & Beyoğlu, D. (2023). Determination of internet and digital game addiction level of students according to the opinions of parents, teachers and students. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 14(4), 175–206. https://doi.org/10.18662/brain/14.1/413
26. Jang, Y., & Ko, B. (2023). Online safety for children and youth under the 4Cs framework—A focus on digital policies in Australia, Canada, and the UK. Children, 10(8), 1415. https://doi.org/10.3390/children10081415
27. Kailani, R., Susilana, R., & Rusman, R. (2021). Digital literacy curriculum in elementary school. Teknodika, 19(2), 158–168. https://doi.org/10.20961/teknodika.v19i2.51784
28. Karimullah, S. (2023). The influence of technology on the interaction of parents and children in the family. AGENDA: Jurnal Analisis Gender dan Agama, 5(2), 157–166. https://doi.org/10.31958/agenda.v5i2.10645
29. Keya, F. A., Rahman, M. M., Nur, M. M., & Pasa, K. M. M. (2020). Parenting and child’s (five years to eighteen years) digital game addiction: A qualitative study in north-western part of Bangladesh. Children and Behavioral Health Research, 2, 100031. https://doi.org/10.1016/j.chbr.2020.100031
30. Kimball, H. G., Fernandez, F., Moskowitz, K. A., Kang, M. J., Alexander, L. M., Conway, K. P., Merikangas, K. R., Salum, G. A., & Milham, M. P. (2023). Parent-perceived benefits and harms associated with internet use by adolescent offspring. JAMA Network Open, 6(10), e2339851. https://doi.org/10.1001/jamanetworkopen.2023.39851
31. Komanchuk, J., Toews, A., Marshall, S., Mackay, L., Hayden, K., Cameron, J., Duffett-Leger, L., & Letourneau, N. (2023). Impacts of parental technoference on parent–child relationships and child health and developmental outcomes: A scoping review. Cyberpsychology, Behavior, and Social Networking, 26(8), 579-603. https://doi.org/10.1089/cyber.2022.0278
32. Konok, V., Bunford, N., & Miklósi, A. (2020). Associations between child mobile use and digital parenting style in Hungarian families. Journal of Children and Media, 14(1), 91–109. https://doi.org/10.1080/17482798.2019.1684332
33. Lamsal, A., & Gurung, G. (2022). Impact of digital technology usage on children’s behavior: A case study. Nepalese Journal of Business and Management Studies, 1(1), 65–76. https://doi.org/10.3126/njbms.v1i1.66173
34. Lee, F., Galvagno, L., Del Pilar Castillo, M., Boscolo, M., Elgier, Á., & Azzollini, S. (2024). Associations between screen exposure and children’s self-regulation: A systematic review and meta-analyses. Revista Argentina de Ciencias del Comportamiento, 16(2), 1–21. https://doi.org/10.32348/1852.4206.v16.n2.38309 Leppänen, M. H., Sääksjärvi, K., Vepsäläinen, H., Ray, C., Hiltunen, P., Koivusilta, L., Erkkola, M., Sajaniemi, N., &
35. Roos, E. (2020). Association of screen time with long-term stress and temperament in preschoolers: Results from the DAGIS study. European Journal of Pediatrics, 179, 1805–1812. https://doi.org/10.1007/s00431-020-03686-5
36. Li, H., Luo, M., Duan, B., Kawulia, A., Su, M., & Di, H. (2024). Family socioeconomic status and young children digital addiction: A moderated mediation model. Frontiers in Psychology, 15, 1435575. https://doi.org/10.3389/fpsyg.2024.1435575
37. Li, Y. (2024). Nurturing tomorrow’s minds: The impact of family education on holistic child development. Communications in Humanities Research, 32, 20240074. https://doi.org/10.54254/2753-7064/32/20240074
38. Lieberoth, A., & Fiskaali, A. (2021). Can worried parents predict effects of video games on their children? A case-control study of cognitive abilities, addiction indicators and wellbeing. Frontiers in Psychology, 11, 586699. https://doi.org/10.3389/fpsyg.2020.586699
39. Lim, S., & Jeong, S. (2022). The relationship between Korean parents’ smartphone addiction and that of their children: The mediating effects of children’s depression and social withdrawal. International Journal of Environmental Research and Public Health, 19(9), 5593. https://doi.org/10.3390/ijerph19095593
40. Livingstone, S., & Blum-Ross, A. (2020). Parenting for a digital future: How hopes and fears about technology shape children’s lives. Oxford University Press.
41. Luo, Y. F., Yang, S. C., Chou, K. Y., & Lee, H. T. (2023). Taiwanese parents’ perspectives on young children’s use of information communication technology. Frontiers in Psychology, 14, 1248863. https://doi.org/10.3389/fpsyg.2023.1248863
42. Macaraan, W. E. (2021). Addressing the parents’ mental wellness during their kids’ online learning. Journal of Public Health (Oxford, England), 43(2), 363–364. https://doi.org/10.1093/pubmed/fdab237
43. Maggio, L. A., Larsen, K., Thomas, A., Costello, J., & Artino, A. R. Jr. (2020). Scoping reviews in medical education: A scoping review. Medical Education, 55(6), 689–700. https://doi.org/10.1111/medu.14431
44. Mallawaarachchi, S. R., Hooley, M., Sutherland-Smith, W., & Horwood, S. (2022). “You’re damned if you do, you’re damned if you don’t”: A qualitative exploration of parent motives for provision of mobile screen devices in early childhood. BMC Public Health, 22(1), Article 14459. https://doi.org/10.1186/s12889-022-14459-0
45. Manikandan, J., Balaji, P., Santhosh Kumar, M., Sudeepthi, K., & Mugilan, K. (2024). A study on parental perception on children’s online behavior. Madras Agricultural Journal, 111(10), 1–5. https://doi.org/10.29321/maj.10.500009
46. Martín-Criado, J., Casas, J. A., & Ortega-Ruiz, R. (2021). Parental supervision: Predictive variables of positive involvement in cyberbullying prevention. International Journal of Environmental Research and Public Health, 18(4), 1562. https://doi.org/10.3390/ijerph18041562
47. Masyhura, N., & Ramadan, Z. (2021). Implementation of digital literacy in elementary schools. International Journal of Elementary Education, 5(4), 613–619. https://doi.org/10.23887/ijee.v5i4.39480
48. Milford, S., Vernon, L., Scott, J., & Johnson, N. (2024). Parent self-efficacy and its relationship with children’s screen viewing: A scoping review. Human Behavior and Emerging Technologies, 2024, 8885498. https://doi.org/10.1155/2024/8885498
49. Moitra, P., & Madan, J. (2022). Impact of screen time during COVID-19 on eating habits, physical activity, sleep, and depression symptoms: A cross-sectional study in Indian adolescents. PLoS ONE, 17(3), e0264951. https://doi.org/10.1371/journal.pone.0264951
50. Murtaza, S., & Molnár, E. (2021). Is digital heroin creating disturbing behaviors among children? Acta Carolus Robertus, 11(2), 91–100. https://doi.org/10.33032/ACR.2581
51. Nabi, R. L., & Wolfers, L. N. (2022). Does digital media use harm children’s emotional intelligence? A parental perspective. Media and Communication, 10(1), 350–360. https://doi.org/10.17645/mac.v10i1.4771
52. Nguyen, J., Brown, T., & Yu, M. L. (2023). The relationship between typically developing school-age children’s screen time, participation and physical activity: An exploratory study. British Journal of Occupational Therapy, 86(11), 810–821. https://doi.org/10.1177/03080226231190523
53. Novianti, R., & Garzia, M. (2020). Parental engagement in children’s online learning during COVID-19 pandemic. Journal of Teaching and Learning in Elementary Education, 3(2), 117–131. https://doi.org/10.33578/jtlee.v3i2.7845
54. Oshodi, A., Adelodun, M., Anyanwu, E., & Majebi, N. (2024). Combining parental controls and educational programs to enhance child safety online effectively. International Journal of Applied Research in Social Sciences, 6(9), 112–120. https://doi.org/10.51594/ijarss.v6i9.1592
55. Oswald, T. K., Rumbold, A. R., Kedzior, S. G. E., & Moore, V. M. (2020). Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review. PLoS ONE, 15(9), e0237725. https://doi.org/10.1371/journal.pone.0237725
56. Panagouli, E., Stavridou, A., Savvidi, C., Kourti, A., Psaltopoulou, T., Sergentanis, T. N., & Tsitsika, A. (2021). School performance among children and adolescents during COVID-19 pandemic: A systematic review. Children, 8(12), 1134. https://doi.org/10.3390/children8121134
57. Pandey, S., & Vaishnav, R. (2023). Increasing exposure of digital devices and its impact on physiological and psychological development among children: A systematic review of prospective studies. International Journal of Membrane Science and Technology, 10(4), Article 3445. https://doi.org/10.15379/ijmst.v10i4.3445 Peters, M. D. J., Marnie, C., Colquhoun, H., Garritty, C., Hempel, S., Horsley, T., Langlois, E. V., Lillie, E., O’Brien, K. K.,
58. Tunçalp, Ö., Wilson, M. G., Zarin, W., & Tricco, A. C. (2021). Scoping reviews: Reinforcing and advancing the methodology and application. Systematic Reviews, 10(1), 263. https://doi.org/10.1186/s13643-021-01821-3 Pisarenko, I., & Zaichenko, L. (2021). Parents as agents of influence on children’s digital skills development. Inter, 13(2), 59–68. https://doi.org/10.19181/inter.2021.13.2.4
59. Pluye, P., Robert, E., Cargo, M., Bartlett, G., O’Cathain, A., Griffiths, F., ... & Rousseau, M. C. (2011). Proposal: A mixed methods appraisal tool for systematic mixed studies reviews (Version 2). Montréal: McGill University. 1–8.
60. Pons-Salvador, G., Zubieta-Méndez, X., & Frias-Navarro, D. (2022). Parents’ digital competence in guiding and supervising young children’s use of the internet. European Journal of Communication, 37(4), 443–459. https://doi.org/10.1177/02673231211072669
61. Rao, S. R., Saraf, P. H., Adarkar, S. A., Inamdar, G. S., Mhatre, P. P., Gupta, V. C., Ambike, A. A., Dedhia, K. T., & Raul, S. K. (2022). Knowledge and attitudes of parents, teachers, and doctors regarding screen overuse and its addiction in children, adolescents, and young adults: A survey focusing towards possible solutions. Annals of Indian Psychiatry, 6(4), 332–338. https://doi.org/10.4103/aip.aip_1_22
62. Rudnova, N., Kornienko, D., Semenov, Y., & Egorov, V. (2023). Characteristics of parental digital mediation: Predictors, strategies, and differences among children experiencing various parental mediation strategies. Education Sciences, 13(1), 57. https://doi.org/10.3390/educsci13010057
63. Sabiston, C. M., Vani, M. V., De Jonge, M., & Nesbitt, A. (2022). Scoping reviews and rapid reviews. International Review of Sport and Exercise Psychology, 15(1), 91–119. https://doi.org/10.1080/1750984X.2021.1964095
64. Samuel, A. (2023). Scoping reviews: Expanding methodological approaches to literature reviews in adult education. Adult Learning, 35(1), 41–52. https://doi.org/10.1177/10451595231201346
65. Schmidt, E. (2024). Digital technologies in children’s everyday lives and in ‘doing family’. Families, Relationships and Societies, 13(2), 215-232. https://doi.org/10.1332/20467435y2024d000000019
66. Sciacca, B., Laffan, D., Norman, J., & Milosevic, T. (2021). Parental mediation in pandemic: Predictors and relationship with children’s digital skills and time spent online in Ireland. Computers in Human Behavior, 127, 107081. https://doi.org/10.1016/j.chb.2021.107081
67. Sharma, P., & Goyal, N. (2023). How to write a scoping review? International Journal of Advanced Medical and Health Research, 10(1), 53–56. https://doi.org/10.4103/ijamr.ijamr_91_23
68. Sigmundová, D., & Sigmund, E. (2021). Weekday–weekend sedentary behavior and recreational screen time patterns in families with preschoolers, schoolchildren, and adolescents: Cross-sectional three cohort study. International Journal of Environmental Research and Public Health, 18(9), 4532. https://doi.org/10.3390/ijerph18094532
69. Smahelova, M., Juhová, D., Cermak, I., & Smahel, D. (2017). Mediation of young children’s digital technology use: The parents’ perspective. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(3), Article 4. https://doi.org/10.5817/CP2017-3-4
70. Soyoof, A., Reynolds, B., Neumann, M. M., Scull, J., Tour, E., & McLay, K. (2023). The impact of parent mediation on young children’s home digital literacy practices and learning: A narrative review. Journal of Computer Assisted Learning, 40(1), 65–88. https://doi.org/10.1111/jcal.12866
71. Stanley, J. L., Vaterlaus, J. M., Tulane, S., & Beckert, T. E. (2017). A place for technology in parent education: An exploratory study of parent perceptions. Marriage & Family Review, 53(8), 811-825. https://doi.org/10.1080/01494929.2017.1359813
72. Suwarto, D., Setiawan, B., & Machmiyah, S. (2022). Developing digital literacy practices in Yogyakarta elementary schools. Electronic Journal of e-Learning, 20(2), 134–142. https://doi.org/10.34190/ejel.20.2.2602
73. Syukur, Y., Putra, A. S., Ardi, Z., Zahri, T. A., & Putri, J. A. (2024). Global perspectives on digital parenting: Challenges and opportunities in improving family well-being. E3S Web of Conferences, 568, 04014. https://doi.org/10.1051/e3sconf/202456804014
74. Theopilus, Y., Al Mahmud, A., Davis, H., & Octavia, J. R. (2024). Digital interventions for combating internet addiction in young children: Qualitative study of parent and therapist perspectives. JMIR Pediatrics and Parenting, 7, e55364. https://doi.org/10.2196/55364
75. Third, A., Bellerose, D., Dawkins, U., Keltie, E., & Pihl, K. (2017). Children’s rights in the digital age: A download from children around the world. Young and Well Cooperative Research Centre. https://apo.org.au/sites/default/files/resource-files/2017-01/apo-nid72541.pdf
76. Throuvala, M. A., Griffiths, M. D., Rennoldson, M., & Kuss, D. J. (2021). Policy recommendations for preventing problematic internet use in schools: A qualitative study of parental perspectives. International Journal of Environmental Research and Public Health, 18(9), 4522. https://doi.org/10.3390/ijerph18094522
77. Tomczyk, Ł., & Potyrała, K. (2021). Parents’ knowledge and skills about the risks of the digital world. South African Journal of Education, 41(1), 1–10. https://doi.org/10.15700/saje.v41n1a1833
78. Toran, M., Ulusoy, Z., AYDIN, B., Deveci, T., & Akbulut, A. (2016). Evaluation Of Mothers’ Views Regarding Children’s Use Of Digital Game. Kastamonu Education Journal, 24(5), 2263.
79. Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., ... & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
80. Walsh, J. J., Barnes, J. D., Tremblay, M. S., & Chaput, J. P. (2020). Associations between duration and type of electronic screen use and cognition in U.S. children. Computers in Human Behavior, 108, 106312. https://doi.org/10.1016/j.chb.2020.106312
81. Wang, C. (2022). Comprehensively summarizing what distracts students from online learning: A literature review. Human Behavior and Emerging Technologies, 2022, Article 1483531. https://doi.org/10.1155/2022/1483531
82. Wartberg, L., Kriston, L., Bröning, S., Kegel, K., & Thomasius, R. (2017). Adolescent problematic Internet use: Is a parental rating suitable to estimate prevalence and identify familial correlates? Computers in Human Behavior, 67, 233–239. http://dx.doi.org/10.1016/j.chb.2016.10.029
83. Whiting, S., Buoncristiano, M., Gelius, P., Abu-Omar, K., Pattison, M., Hyska, J., Duleva, V., Milanović, S., Zamrazilová, H., Hejgaard, T., Rasmussen, M., Nurk, E., Shengelia, L., Kelleher, C., Heinen, M., Spinelli, A., Nardone, P., Abildina, A., ... & Breda, J. (2020). Physical activity, screen time, and sleep duration of children aged 6–9 years in 25 countries: An analysis within the WHO European Childhood Obesity Surveillance Initiative (COSI) 2015–2017. Obesity Facts, 14(Suppl. 2), 32–44. https://doi.org/10.1159/000511263
84. Zhang, W. (2024). The impact of online learning on children’s education and optimisation strategies. Lecture Notes in Education Psychology and Public Media, 41, Article 20240818. https://doi.org/10.54254/2753-7048/41/20240818