A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process
Introduction In Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' ...
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| Veröffentlicht in: | Journal of adolescence (London, England.) England.), 2024-04, Vol.96 (3), p.566-579 |
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| container_title | Journal of adolescence (London, England.) |
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| creator | Kurock, Ricarda Teichert, Jeannine Meister, Dorothee M. Gerhardts, Lara Buhl, Heike M. Bonanati, Sabrina |
| description | Introduction
In Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' information‐related Internet use. The quality of parental support in the field of homework involvement is known to be a predictor of adolescents' learning motivation and academic achievement, often discussed with regard to self‐determination theory (SDT) in terms of autonomy support, structure, emotional support, and control. These categories were adapted in this study to analyze parents' support in adolescents' Internet searching activities.
Methods
Using a mixed‐methods approach, we combined quantitative questionnaires and qualitative observations to analyze joint information‐related Internet uses. Therefore, 243 parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed by videography in 2019/2020 in Germany. The adolescents were 11 years old, on average.
Results
The parents rated all qualities higher than the adolescents. Emotional support was rated highest by both groups, whereas structure was rated lowest. Adolescents' and parents' view on parental support differ. The qualitative study revealed parents' often interfering behavior, whereas emotional support was low. Further, the active role of adolescents was highlighted in both quantitative and qualitative data.
Conclusions
By combining quantitative and qualitative approaches, we demonstrated a fruitful application of SDT in analyzing the quality of parental support during adolescents' Internet searches at home and shed light on the co‐construction of joint Internet searches. |
| doi_str_mv | 10.1002/jad.12264 |
| format | Article |
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In Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' information‐related Internet use. The quality of parental support in the field of homework involvement is known to be a predictor of adolescents' learning motivation and academic achievement, often discussed with regard to self‐determination theory (SDT) in terms of autonomy support, structure, emotional support, and control. These categories were adapted in this study to analyze parents' support in adolescents' Internet searching activities.
Methods
Using a mixed‐methods approach, we combined quantitative questionnaires and qualitative observations to analyze joint information‐related Internet uses. Therefore, 243 parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed by videography in 2019/2020 in Germany. The adolescents were 11 years old, on average.
Results
The parents rated all qualities higher than the adolescents. Emotional support was rated highest by both groups, whereas structure was rated lowest. Adolescents' and parents' view on parental support differ. The qualitative study revealed parents' often interfering behavior, whereas emotional support was low. Further, the active role of adolescents was highlighted in both quantitative and qualitative data.
Conclusions
By combining quantitative and qualitative approaches, we demonstrated a fruitful application of SDT in analyzing the quality of parental support during adolescents' Internet searches at home and shed light on the co‐construction of joint Internet searches.</description><identifier>ISSN: 0140-1971</identifier><identifier>EISSN: 1095-9254</identifier><identifier>DOI: 10.1002/jad.12264</identifier><identifier>PMID: 37846948</identifier><language>eng</language><publisher>England: John Wiley & Sons, Inc</publisher><subject>Academic achievement ; Adolescent ; Adolescents ; Autonomy ; Child ; Construction (Process) ; Dyads ; Educational Status ; Emotional support ; Emotions ; help‐seeking ; Housework ; Humans ; Information ; information‐related internet use ; instruction ; Internet ; Internet Use ; Learning ; Learning Motivation ; Mixed methods research ; Motivation ; Online Searching ; Parent-Child Relations ; parental involvement ; Parents & parenting ; Parents - psychology ; requests for parental reassurance ; Social support ; Student Motivation ; Teenagers</subject><ispartof>Journal of adolescence (London, England.), 2024-04, Vol.96 (3), p.566-579</ispartof><rights>2023 The Authors. published by Wiley Periodicals LLC on behalf of Foundation for Professionals in Services to Adolescents.</rights><rights>2023 The Authors. Journal of Adolescence published by Wiley Periodicals LLC on behalf of Foundation for Professionals in Services to Adolescents.</rights><rights>2023. This article is published under http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3884-4e42016bdfe12fbb80b04955608be4fd78e797915b48efef255700d4fe770b8d3</citedby><cites>FETCH-LOGICAL-c3884-4e42016bdfe12fbb80b04955608be4fd78e797915b48efef255700d4fe770b8d3</cites><orcidid>0000-0002-7571-891X ; 0000-0001-7895-7038</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fjad.12264$$EPDF$$P50$$Gwiley$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fjad.12264$$EHTML$$P50$$Gwiley$$Hfree_for_read</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,33774,45574,45575</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/37846948$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Kurock, Ricarda</creatorcontrib><creatorcontrib>Teichert, Jeannine</creatorcontrib><creatorcontrib>Meister, Dorothee M.</creatorcontrib><creatorcontrib>Gerhardts, Lara</creatorcontrib><creatorcontrib>Buhl, Heike M.</creatorcontrib><creatorcontrib>Bonanati, Sabrina</creatorcontrib><title>A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process</title><title>Journal of adolescence (London, England.)</title><addtitle>J Adolesc</addtitle><description>Introduction
In Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' information‐related Internet use. The quality of parental support in the field of homework involvement is known to be a predictor of adolescents' learning motivation and academic achievement, often discussed with regard to self‐determination theory (SDT) in terms of autonomy support, structure, emotional support, and control. These categories were adapted in this study to analyze parents' support in adolescents' Internet searching activities.
Methods
Using a mixed‐methods approach, we combined quantitative questionnaires and qualitative observations to analyze joint information‐related Internet uses. Therefore, 243 parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed by videography in 2019/2020 in Germany. The adolescents were 11 years old, on average.
Results
The parents rated all qualities higher than the adolescents. Emotional support was rated highest by both groups, whereas structure was rated lowest. Adolescents' and parents' view on parental support differ. The qualitative study revealed parents' often interfering behavior, whereas emotional support was low. Further, the active role of adolescents was highlighted in both quantitative and qualitative data.
Conclusions
By combining quantitative and qualitative approaches, we demonstrated a fruitful application of SDT in analyzing the quality of parental support during adolescents' Internet searches at home and shed light on the co‐construction of joint Internet searches.</description><subject>Academic achievement</subject><subject>Adolescent</subject><subject>Adolescents</subject><subject>Autonomy</subject><subject>Child</subject><subject>Construction (Process)</subject><subject>Dyads</subject><subject>Educational Status</subject><subject>Emotional support</subject><subject>Emotions</subject><subject>help‐seeking</subject><subject>Housework</subject><subject>Humans</subject><subject>Information</subject><subject>information‐related internet use</subject><subject>instruction</subject><subject>Internet</subject><subject>Internet Use</subject><subject>Learning</subject><subject>Learning Motivation</subject><subject>Mixed methods research</subject><subject>Motivation</subject><subject>Online Searching</subject><subject>Parent-Child Relations</subject><subject>parental involvement</subject><subject>Parents & parenting</subject><subject>Parents - psychology</subject><subject>requests for parental reassurance</subject><subject>Social support</subject><subject>Student Motivation</subject><subject>Teenagers</subject><issn>0140-1971</issn><issn>1095-9254</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>24P</sourceid><sourceid>WIN</sourceid><sourceid>EIF</sourceid><sourceid>BHHNA</sourceid><recordid>eNp10T1uFDEYBmALgcgSKLgAskQBFJPYXnvsKVcJP0GRaKC2POPPZFYz9sQ_gu04QsQJcpYchZPgZAMFEpVlfY9e-9OL0HNKjigh7Hhr7BFlrOUP0IqSTjQdE_whWhHKSUM7SQ_Qk5S2pFrZisfoYC0VbzuuVujnBs_jd7C_flzNkC-CTTfXKRe7w8HhfAH4sphpzHfXxUTw2Uw4lWUJMWNb4ui_YmPDBGmos_Tq5nr0LsTZ5DH4GhphMhksPvMZooeMSwJsEjZ4CHU8BJ9yLMOtxksMA6T0FD1yZkrw7P48RF_evf188qE5__T-7GRz3gxrpXjDgTNC2946oMz1vSI94Z0QLVE9cGelAtnJjoqeK3DgmBCSEMsdSEl6ZdeH6PU-t757WSBlPY91i2kyHkJJmimpWMcYUZW-_IduQ4m-_k6viZCSUspEVW_2aoghpQhOL3GcTdxpSvRtUboWpe-KqvbFfWLpZ7B_5Z9mKjjeg2_jBLv_J-mPm9N95G83j6Ou</recordid><startdate>202404</startdate><enddate>202404</enddate><creator>Kurock, Ricarda</creator><creator>Teichert, Jeannine</creator><creator>Meister, Dorothee M.</creator><creator>Gerhardts, Lara</creator><creator>Buhl, Heike M.</creator><creator>Bonanati, Sabrina</creator><general>John Wiley & Sons, Inc</general><scope>24P</scope><scope>WIN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7U3</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>WZK</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-7571-891X</orcidid><orcidid>https://orcid.org/0000-0001-7895-7038</orcidid></search><sort><creationdate>202404</creationdate><title>A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process</title><author>Kurock, Ricarda ; Teichert, Jeannine ; Meister, Dorothee M. ; Gerhardts, Lara ; Buhl, Heike M. ; Bonanati, Sabrina</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3884-4e42016bdfe12fbb80b04955608be4fd78e797915b48efef255700d4fe770b8d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Academic achievement</topic><topic>Adolescent</topic><topic>Adolescents</topic><topic>Autonomy</topic><topic>Child</topic><topic>Construction (Process)</topic><topic>Dyads</topic><topic>Educational Status</topic><topic>Emotional support</topic><topic>Emotions</topic><topic>help‐seeking</topic><topic>Housework</topic><topic>Humans</topic><topic>Information</topic><topic>information‐related internet use</topic><topic>instruction</topic><topic>Internet</topic><topic>Internet Use</topic><topic>Learning</topic><topic>Learning Motivation</topic><topic>Mixed methods research</topic><topic>Motivation</topic><topic>Online Searching</topic><topic>Parent-Child Relations</topic><topic>parental involvement</topic><topic>Parents & parenting</topic><topic>Parents - psychology</topic><topic>requests for parental reassurance</topic><topic>Social support</topic><topic>Student Motivation</topic><topic>Teenagers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kurock, Ricarda</creatorcontrib><creatorcontrib>Teichert, Jeannine</creatorcontrib><creatorcontrib>Meister, Dorothee M.</creatorcontrib><creatorcontrib>Gerhardts, Lara</creatorcontrib><creatorcontrib>Buhl, Heike M.</creatorcontrib><creatorcontrib>Bonanati, Sabrina</creatorcontrib><collection>Wiley Online Library (Open Access Collection)</collection><collection>Wiley Free Content</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Social Services Abstracts</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of adolescence (London, England.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kurock, Ricarda</au><au>Teichert, Jeannine</au><au>Meister, Dorothee M.</au><au>Gerhardts, Lara</au><au>Buhl, Heike M.</au><au>Bonanati, Sabrina</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process</atitle><jtitle>Journal of adolescence (London, England.)</jtitle><addtitle>J Adolesc</addtitle><date>2024-04</date><risdate>2024</risdate><volume>96</volume><issue>3</issue><spage>566</spage><epage>579</epage><pages>566-579</pages><issn>0140-1971</issn><eissn>1095-9254</eissn><abstract>Introduction
In Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' information‐related Internet use. The quality of parental support in the field of homework involvement is known to be a predictor of adolescents' learning motivation and academic achievement, often discussed with regard to self‐determination theory (SDT) in terms of autonomy support, structure, emotional support, and control. These categories were adapted in this study to analyze parents' support in adolescents' Internet searching activities.
Methods
Using a mixed‐methods approach, we combined quantitative questionnaires and qualitative observations to analyze joint information‐related Internet uses. Therefore, 243 parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed by videography in 2019/2020 in Germany. The adolescents were 11 years old, on average.
Results
The parents rated all qualities higher than the adolescents. Emotional support was rated highest by both groups, whereas structure was rated lowest. Adolescents' and parents' view on parental support differ. The qualitative study revealed parents' often interfering behavior, whereas emotional support was low. Further, the active role of adolescents was highlighted in both quantitative and qualitative data.
Conclusions
By combining quantitative and qualitative approaches, we demonstrated a fruitful application of SDT in analyzing the quality of parental support during adolescents' Internet searches at home and shed light on the co‐construction of joint Internet searches.</abstract><cop>England</cop><pub>John Wiley & Sons, Inc</pub><pmid>37846948</pmid><doi>10.1002/jad.12264</doi><tpages>14</tpages><orcidid>https://orcid.org/0000-0002-7571-891X</orcidid><orcidid>https://orcid.org/0000-0001-7895-7038</orcidid><oa>free_for_read</oa></addata></record> |
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| ispartof | Journal of adolescence (London, England.), 2024-04, Vol.96 (3), p.566-579 |
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| source | MEDLINE; Sociological Abstracts; Access via Wiley Online Library |
| subjects | Academic achievement Adolescent Adolescents Autonomy Child Construction (Process) Dyads Educational Status Emotional support Emotions help‐seeking Housework Humans Information information‐related internet use instruction Internet Internet Use Learning Learning Motivation Mixed methods research Motivation Online Searching Parent-Child Relations parental involvement Parents & parenting Parents - psychology requests for parental reassurance Social support Student Motivation Teenagers |
| title | A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process |
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