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Anul II
Grupa 9
The Internet has become an indispensable element of life for most people in the
contemporary world, and children are not excluded. Because of the ubiquitous
availability of Internet access, in schools and libraries, children are increasingly
becoming involved in this new technology (Steyer &Clinton, 2003). As of December
2003, 23 million children in the United States ages 6 to 17 have Internet access at home,
which is a threefold increase since 2000 (MediaPost, 2003). According to a survey
conducted by the Corporation for Public Broadcasting in July 2002, 78% of family
households with children have Internet access at home. A survey by Yahoo and Carat
showed that children ages 12 to 17 used the Internet an average of 16.7 hours per week in
2003 (Indiantelevision, 2003). Given this extensive usage, the Internet has the potential to
be a very powerful socialization agent (Huston, Watkins, & Kunkel, 1989).
The Internet has a double-edged sword characteristic for children: providing many
opportunities for learning (ParentLink, 2004; Wartella, Lee, & Caplovitz, 2002) while
exposing children to potentially negative content (Finkelhor, Mitchell, & Wolak, 2000).
The Internet not only provides significant benefits for children, such as research access,
socialization, entertainment, and a communication tool with families, but it also connotes
negative aspects such as violence, pornography, hate sites, isolation, predators, and
commercialism (Media Awareness Network, 2003; National School Boards Foundation,
2003). The Web sites considered detrimental include those dedicated to negative content
such as pornography, violent online games, online gambling, and so forth. For example,
many children can easily access pornographic content on the Internet. They can also be
accidentally exposed to numerous obscene pop-up banner ads and extensive pornographic
content when they type seemingly innocent key words into a search engine, for example,
the name of a singer such as Britney Spears, Christina Aguilera, or Madonna (U.S. House
of Representatives, 2001). According to Finkelhor et al., 25% of the respondents (n =
1,501, ages 10-17) reported receiving unwanted exposure to sexual materials while
online, and 19% received a sexual solicitation online.
Despite the potential negative effects on children using the Internet, more than
30% of surveyed parents had not discussed the downside of Internet use with their
children (Internet Advisory Board, 2001), and 62% of parents of teenagers did not realize
that their children had visited inappropriate Web sites (Yankelovich Partners, 1999).
Latu roxana
Anul II
Grupa 9
Recognizing the ever-serious negative aspects of children using the Internet and parents'
possible underestimation of, or ignorance about, their children's Internet usage and its
effects, this study explores the degree of children's exposure to negative Internet content
and detects the possible discrepancy between what parents think their children are doing
online and their children's actual activities. In doing so, this study carefully dissects the
possible causes and consequences of perceived parental control over children's Internet
usage. Concerned that inappropriate Internet content may jeopardize the health or safety
of children, the present study is a crucial attempt that aims to address the following
research inquires with regard to children's Internet usage: (a) to understand the degree to
which children are exposed to negative Internet content, (b) to detect a possible
discrepancy between parents' perception and children's actual exposure to negative
Internet content, (c) to examine various antecedents explaining perceived parental control
over children's Internet usage, and (d) to suggest various ways to decrease children's
exposure to negative Internet content.
Literature Review
In fall 2002, 99% of public schools in the United States had access to the Internet
and 64% of children ages 5 to 17 had Internet access at home (National Center for
Education Statistics, 2002). Children ages 13 to 17 spent more time online than watching
television--3.5 hours versus 3.1 hours per day, and used the Internet mostly for
exploration (surfing and searching), followed by education (learning and homework),
multimedia (music, video, etc.), communications (e-mail, chat, and instant messages),
games, and e-commerce (Corporation for Public Broadcasting, 2002). The place children
were most likely to use the Internet was in the home, rather than at a library or school:
20% of children ages 8 to 16 had a computer in their bedroom, of which 54% had Internet
access (Wartella et al., 2002).
People use media within a social realm, and children are no exception. Social context of
media usage, especially parental influence, is crucial in children's social development.
However, many social aspects of children's Internet usage are still unknown. Therefore,
this study focuses on the social context of children's Internet use, especially relative to
family environment such as parental guidance, influence, and relationship with children.
Children live within a family boundary; therefore, parental influence on children's media
usage and effect is very important. Extant research shows that family communication
exerts the greatest influence on children's socialization and development (McLeod &
Chaffee, 1972; Moschis, 1985; O'Keefe, 1973). Stemming from political socialization
research (Chaffee, McLeod, & Atkin, 1971), family communication patterns have been
widely applied to various socialization contexts such as consumption, political process,
media usage, and so forth. In particular, in mass media research, it was found that family
communication patterns mediate the extent and type of children's mass media use and
effects, for example, watching public affairs television programs (McLeod & Chaffee,
1972; Weintraub-Austin, 1993), interest in and knowledge about politics (Meadowcroft,
1986), imitating their parents' television usage (Chaffee et al., 1971), interpreting
televised violence (Krcmar, 1998), attitude towards nontraditional sex roles (Corder-
Bolz, 1980), child consumer learning (Churchill & Moschis, 1979; Moschis & Moore,
1982; Robertson, 1979), and so forth.
Latu roxana
Anul II
Grupa 9
More specifically, concerning children's Internet usage, Wartella et al. (2000)
found that parental attitude and guidance significantly influence children's judgment of
quality Internet materials. Recognizing the importance of family context on children's
Internet usage, the present study tries to examine the role of family context (parent-child
communication, relationship, and activity) on children's exposure to Internet content and
parents' control over children's Internet use. In short, the research contributes to this area
in the following three aspects: (a) understanding children's actual Internet usage in terms
of content, not by Web sites or general activities; (b) examining the role of family
environment on children's negative Internet exposure; and (c) providing a theoretical
framework to explain children's exposure to negative Internet content and parents'
perceived control over their children's Internet usage.