Effect of Digital Safety Interventions on Parental Practices in Safeguarding Children’s Digital Activities: Systematic Review and Meta-Analysis
Notice bibliographique
Résumé
Background The prevalence of and growth in digital technology present opportunities for educational and social enrichment; however, there are also many health and digital safety risks for children engaging with digital technology. While there is a growing body of research on digital safety programs to enhance children’s digital safety through parental support, evidence regarding the effectiveness of such interventions remains limited. Objective This study aimed to evaluate the effectiveness of digital safety interventions on parental practices related to safeguarding children’s digital activities. Methods The review was conducted following the Joanna Briggs Institute methodology for systematic reviews and has been reported in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. A comprehensive search was performed in May 2024 in MEDLINE, CINAHL Ultimate, PsycINFO, Web of Science, The Allied and Complementary Medicine Database, ProQuest Central, and IEEE Xplore databases to identify peer reviewed articles that were (1) published in English, (2) included parents as participants, and (3) reported on programs or interventions designed to enhance parents’ knowledge and skills to safeguard children’s digital safety. Results A total of 11 published studies between 2012 and 2024 were included in the review. Data from 8 studies were included in the meta-analysis. A significant effect (Hedges g=–0.47; 95% CI –0.85 to –0.08; P<.001) was observed in children’s screen time in the 5 randomized controlled studies, while a large effect size was observed in 3 quasi-experimental studies (Hedges g=1.90; 95% CI –4.36 to 8.16; P<.001). A substantial level of heterogeneity was evident in the randomized studies (I2=87.95%). The quasi-experimental studies exhibited no heterogeneity (I2=0%). Overall, parents’ digital safety knowledge and skills improved as a result of the digital safety interventions. Notably, children’s screen time (P=.04) and parents’ own screen time (P=.001) decreased following the digital safety intervention. Conclusions Parents who participate in digital safety interventions report higher levels of knowledge and skills related to digital safety, as well as a shift in attitudes, including the intention to implement strategies to safeguard their children engaging with technology. The enhanced knowledge and skills reported in these studies led to measurable reductions in both parents’ and children’s screen time. Future research should identify strategies that address community norms and other digital safety risks beyond screen time and bullying, which were predominant outcomes in these studies.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,016 | 0,042 |
| Méta-épidémiologie (sens strict) | 0,003 | 0,002 |
| Méta-épidémiologie (sens large) | 0,024 | 0,044 |
| Bibliométrie | 0,009 | 0,008 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,004 | 0,003 |
| Science ouverte | 0,003 | 0,002 |
| Intégrité de la recherche | 0,003 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».