The effects of parent-child separation on the digital literacy of children and adolescents: A bidirectional perspective study
Shi Guo,
Jiayao Xu,
Menmen Wang,
Hailati Akezhuoli,
Xudong Zhou,
Jingjing Lu
Affiliations
Shi Guo
School of Humanities and Management, Wannan Medical College, Wuhu, Anhui, 241002, PR China
Jiayao Xu
The Institute of Social and Family Medicine, School of Medicine, Zhejiang University, 866 Yuhangtang Rd., Hangzhou, Zhejiang, 310058, PR China
Menmen Wang
College of Media and International Culture, Zhejiang University, 866 Yuhangtang Rd., Hangzhou, Zhejiang, 310058, PR China
Hailati Akezhuoli
The Institute of Social and Family Medicine, School of Medicine, Zhejiang University, 866 Yuhangtang Rd., Hangzhou, Zhejiang, 310058, PR China
Xudong Zhou
The Institute of Social and Family Medicine, School of Medicine, Zhejiang University, 866 Yuhangtang Rd., Hangzhou, Zhejiang, 310058, PR China; The Second Affiliated Hospital, School of Medicine, Zhejiang University, 68 Jiefang Rd., Hangzhou, Zhejiang, 310009, PR China
Jingjing Lu
The Institute of Social and Family Medicine, School of Medicine, Zhejiang University, 866 Yuhangtang Rd., Hangzhou, Zhejiang, 310058, PR China; Corresponding author. The Institute of Social and Family Medicine, School of Medicine, Zhejiang University, 866 Yuhangtang Rd., Hangzhou, Zhejiang, 310058, PR China.
From a bidirectional perspective, the present cross-sectional study explored the impacts of parent-child separation on the digital literacy of children and adolescents. Drawing upon data from 1894 students (12–18 years, 49.33 % females) in Nanling county, China, we found that parent-child separation can negatively affect the digital literacy of children and adolescents, but effects differ between children experiencing parental migration or parental divorce. Parental mediation can act as a mediator in this process while children's digital feedback to parents may be considered as an auxiliary promoter. To further promote the digital literacy of children and adolescents experiencing parent-child separation, assigned tasks from adults in which children can practice knowledge and skills related to digital devices and the Internet are recommended.
