黄天慧 王玉林
（云南大学 政府管理学院，云南 昆明 650500）
【摘 要】近年来，数字设备与互联网已深度融入青少年的日常学习与生活。家庭作为未成年人社会化的核心场域，其内部的规范与父母行为持续形塑着子女的认知与行为模式。因此，如何引导子女合理使用互联网，已成为数字时代家庭教育的关键议题。本研究整合父母干预理论与社会学习理论，构建了一个整合性分析框架，考察限制性干预、积极性干预以及学习或工作示范与娱乐示范这四类父母干预策略如何差异化地影响子女的数字技能、互联网学习使用与娱乐使用。研究基于3000多名中小学生的问卷调查数据进行实证研究，主要发现如下：第一，积极性干预对子女的数字技能与互联网学习使用有显著正向影响，但对娱乐使用无显著影响。第二，限制性干预对子女数字技能与娱乐使用有显著负向影响，而对学习使用无显著影响。第三，父母的学习或工作示范对子女的数字技能与互联网学习使用有显著正向影响。第四，父母的娱乐示范对子女的数字技能有显著负向影响，而对互联网娱乐使用有显著正向影响。在所有干预策略中，父母行为示范对子女互联网使用的影响效应最为突出。本研究揭示，在家庭数字社会化过程中，父母的“身教”（行为示范）作用强于“言传”与直接管控。这推动家庭数字教育的研究与实践从侧重“如何管”转向重视“父母如何做”与“如何引导”的协同，并为理解数字时代文化资本的代际传递机制提供了新的视角。
【关键词】父母干预；积极性干预；限制性干预；示范性干预；数字技能；互联网使用
The Impact of Parental Mediation on Digital Skills and Internet Use Among Primary and Secondary School Students
HUANG Tianhui and WANG Yulin
(School of Government, Yunnan University, Kunming 650500, China)
Abstract: In recent years, digital devices and the Internet have become deeply integrated into the daily learning and lives of adolescents.As the family constitutes the core setting for minors’ socialization, its internal norms and parental behaviors continuously shape children's cognitive and behavioral patterns. Consequently, how to guide children in using the Internet appropriately has become a key issue for family education in the digital age. Integrating parental mediation theory with social learning theory, this study constructs an integrated analytical framework to examine how four types of parental mediation strategies-restrictive mediation, active mediation, study/work modeling, and entertainment modeling—differentially influence children's digital skills, as well as their Internet use for learning and for entertainment. Based on empirical research using questionnaire data from over 3,000 primary and secondary school students, the main findings are as follows: First, active mediation has a significant positive impact on children’s digital skills and their Internet use for learning, but no significant impact on their Internet use for entertainment. Second, restrictive mediation has a significant negative impact on children’s digital skills and their Internet use for entertainment, while showing no significant impact on their Internet use for learning. Third, parental study/work modeling has a significant positive impact on children’s digital skills and their Internet use for learning. Fourth, parental entertainment modeling has a significant negative impact on children’s digital skills, yet a significant positive impact on their Internet use for entertainment. Among all intervention strategies, parental behavioral modeling exerts the most prominent influence on children’s Internet use. This article reveals that, within the process of family digital socialization, parents’ “teaching by example” (behavior modeling) outweighs “teaching by precept” or direct control. This finding advances the research and practice of family digital education, shifting the focus from “how to control” towards an emphasis on the synergy between “how parents act” and “how they guide”, while also providing a novel perspective for understanding the intergenerational transmission mechanism of cultural capital in the digital age.
Keywords: parental mediation; active mediation; restrictive mediation; model mediation; digital skills; internet use
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中小学生数字技能与网络使用的父母干预影响研究.pdf
