| dc.description.abstract | This study explores how parents mediate adolescents’ social media use, with specific attention to criminogenic content. While social media has many positive aspects, it also exposes adolescents to criminogenic content such as violence and drug-related imagery. Given adolescents’ developmental vulnerability and the central role of social media in their lives, parental mediation can be a valuable tool for promoting safe and reflective engagement.
However, little is known about whether parents continue to use traditional mediation
strategies in the context of social media.
Drawn on 17 in-depth interviews with Dutch parents of adolescents aged 12 to 16, this
qualitative study examines the mediation strategies parents use and the factors that shape
them. Findings show that classical mediation strategies, restrictive mediation, active
mediation, and co-use continue to structure digital parenting but also manifest in new forms.
Digital tools were often used not only for control but also to compensate for parents’ limited
understanding of social media platforms. Within active mediation, the study introduces a
distinction between guidance (parent-led explanations) and solicitation (questions that invite
adolescents to share). Co-use emerged either spontaneously or intentionally.
Criminogenic content was rarely addressed as a distinct category. Instead, parents focused
more broadly on harmful content and responded through reactive, situational conversations.
Mediation strategies were shaped by parents’ views on autonomy, digital literacy, gender
roles, and generational distance. Parents who valued autonomy for their child tended to use
more trust-based, dialogue-oriented approaches, while those who valued it less leaned toward
rule-based restrictions. Digitally confident parents felt more equipped to engage in
conversations, whereas others relied on rules or technical tools. Mothers more often engaged
in active mediation, whereas fathers typically took on technical or restrictive roles. Many
parents described feeling unprepared or overwhelmed, highlighting a sense of generational
distance. Lastly, this study highlights the potential role of schools in offering ongoing,
practical support to parents. | |
