ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
This article is part of the Research TopicBreaking the Mold: Groundbreaking Methodologies and Theories for Parental Involvement in EducationView all 16 articles
Research on the Relationship Between Parental Media Literacy and Preschool Children's Quality of Learning in the New Media Environment
Provisionally accepted
- 1Fujian Normal University, Fuzhou, Fujian Province, China
- 2Central China Normal University, Wuhan, China
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This study explores the influence of parental media literacy on preschool children's quality of learning, by focusing on the mediating role of democratic parenting styles in the relationship between the two factors and the group differences of the mediating model in different lengths of screen exposure time. Through a questionnaire-based methodology, the media literacy, parenting style, learning quality and screen exposure time of 603 parents of preschool children in southern China were acquired. The results show that: (1) After controlling age and monthly income, parental media literacy has a significantly positive predictive effect on preschool children's quality of learning; (2) Democratic parenting can play a mediating role in the relationship between parental media literacy and preschool children's quality of learning; (3) The mediating model of parental media literacy on preschool children's quality of learning has certain group differences in different lengths of screen exposure time. It is concluded that parental media literacy can improve preschool children's quality of learning through democratic parenting, and there are group differences in mediating effects in different length of screen exposure time. Parents and educators should be aware of the impact of environments with media use on children.
Keywords: parental media literacy, Democratic parenting style, Screen exposure time, Preschool school, learning quality
Received: 27 Mar 2025; Accepted: 04 Nov 2025.
Copyright: © 2025 Zhou, Yu and ZHENG. 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: Zhiming ZHENG, gnnustc2025@163.com
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