BRIEF RESEARCH REPORT article
Front. Psychol.
Sec. Human Developmental Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1592563
Online Orientation in Early School Grades: Relationship with ADHD, Boredom, Concentration Tendencies, and Mothers' Parenting Styles
Provisionally accepted
- 1Institute for Education and Human Development, Ochanomizu University, Tokyo, Tokyo, Japan
- 2Department of Psychology, Ochanomizu University, Tokyo, Japan
- 3Graduate School of Pharmaceutical Sciences, The University of Tokyo, Tokyo, Japan
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This study investigated factors associated with online orientation and preferences in lower-grade schoolchildren, focusing on attention-deficit/hyperactivity disorder (ADHD), boredom, and concentration tendencies in both children and mothers, as well as maternal parenting styles. Data were collected from 341 mothers (172 of boys, 169 of girls), who completed rating scales on these factors and reported their children's preferred activities and those they could concentrate on for extended periods. Based on maternal responses, children were categorized into "online-concentrated" (n = 191) vs. "non-online-concentrated" (n = 150) and "online-play" (n = 95) vs. "non-online-play" (n = 246) groups. ADHD and boredom tendencies in children were strongly associated with an online orientation, while concentration tendencies were linked to a non-online orientation. Maternal boredom tendencies also appeared to influence children's online orientation. Furthermore, higher maternal control was associated with increased engagement in non-online activities. These findings imply that parents should tailor their approach to managing children's online activities based on their children's individual traits (e.g., boredom and ADHD tendencies) while also considering their own behavioral tendencies, such as boredom.
Keywords: Online orientation, School children, ADHD tendency, Boredom tendency, Concentration tendency, Mothers, Maternal parenting style
Received: 12 Mar 2025; Accepted: 21 May 2025.
Copyright: © 2025 Uehara and Ikegaya. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Izumi Uehara, Institute for Education and Human Development, Ochanomizu University, Tokyo, 112-8610, Tokyo, Japan
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