The Role of Parental Mediation and Support on Children’ Online Self-Regulated Learning

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Parental Perspectives on Technology Use (Table 29)

Abstract

This study explored the role of parental mediation (restrictive and active mediation) and parental support (learning assistance, environment construction, and metacognitive guidance) in children’s online self-regulated learning (OSRL) among 1426 students from six schools. Structural equation modeling revealed that children's OSRL was influenced by parental mediation and support in different ways. Restrictive mediation and learning assistance had a direct influence on OSRL, while active mediation, environment construction and metacognitive guidance had both direct and indirect effects. The study stresses the significance of (1) engaging in active discussions with children about online activities, (2) explicitly instructing metacognitive strategies to enable children to plan, monitor, and control their learning process, and (3) establishing rules to assist in regulating children's online activities.

Authors

• Jing Wang, Zhejiang University

• Shuyu Chen, Zhejiang University

• Barry Bai, Chinese University of Hong Kong

• Huixuan Zhou, The Chinese University of Hong Kong

• Qingyao Dan, The Chinese University of Hong Kong

• Bin Shen, Fuzhou University