•  
  •  

Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 26 > No. 10 (2021)

 

Abstract

The digital parenting realm raised a charm in exploring unique internet monitoring strategies of middle schoolers' daily lives as an authentic phenomenon of increasing youth cybernaut in Indonesia. This study explores parents' patterns of strategies in monitor their children's online activities. A total of 171 parents involved in this study filled out an open-ended survey, where we analyzed their answers using a combination of six steps of Braun and Clarke's (2006) Thematic Analysis procedure and De Farias et al.'s (2020) logical procedure of similarity with MAXQDA 2020 visual tools. The central theme emerged the internet monitoring strategies: regulation, guidance, trust-space, and direct intervention. From parents' perspective, the effective internet parental monitoring strategy was not only proactive but also reactive, especially when children were directly exposed to the online risks or violated the family media use agreement. Parents were optimizing the benefits of children online activity and minimizing the online risks. Parents were also concerned about the top three vital psycho-social factors: generosity, self-control, and critical-technical skills in mastering the cyberworld. Afterward, parents with children of a specific middle schoolers group tend to talk about strategies of internet parental monitoring.

Keywords

digital engagement, digital literacy, parental monitoring strategy, parenting, thematic analysis

Author Bio(s)

Annisa Reginasari is in the doctoral program in Faculty of Psychology at the Universitas Gadjah Mada, Yogyakarta, Indonesia.

Tina Afiatin, Subandi, and Bhina Patria are members of the Faculty of Psychology at the Universitas Gadjah Mada, Yogyakarta, Indonesia.

Muchlisah is in the doctoral program in Faculty of Psychology at the Universitas Gadjah Mada, Yogyakarta, Indonesia. Muchlisah also works in the Islamic Early Childhood Education Program as faculty of Tarbiyah and a teacher Training in UIN Alauddin Makassar, Indonesia.

Correspondence concerning this article should be addressed to Annisa Reginasari, in the doctoral program of Psychology, Faculty of Psychology, Universitas Gadjah Mada, Sosio Humaniora Street, Bulaksumur, Karang Malang, Caturtunggal, Depok sub-district, Sleman district, Yogyakarta, Indonesia, 55281. Email: annisa.reginasari@mail.ugm.ac.id

Acknowledgements

We declare that the article has not been published in any language before and is not being considered concurrently for publication elsewhere. The research reported in the manuscript was conducted under general ethical guidelines in psychology. As Corresponding Author, I confirm that the manuscript has been read and approved for submission by all the named authors. We know of no conflicts of interest associated with this publication. This research was conducted in collaboration with the Doctoral Program in Psychology at the Universitas Gadjah Mada in Yogyakarta; the Center for Women's and Gender Studies, Institute of Research and Community Services, Yogyakarta State University; and the Applied Family and Child Psychology Laboratory, Muhammadiyah University, Malang.

Publication Date

10-21-2021

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2021.4979

ORCID ID

https://orcid.org/0000-0001-7411-6573

Download

Share

 
COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.