New Media Studies

The Relationship Between Parents' Media Literacy and Digital Addiction in High School Students in Qom (2024)

faezeh farhoodi

Volume 11, Issue 41 , April 2025, , Pages 298-271

https://doi.org/10.22054/nms.2025.82698.1775

Abstract

The present study aimed to investigate the relationship between parents' media literacy and the level of digital media addiction among female high school students in Qom province in ... Read More The present study aimed to investigate the relationship between parents' media literacy and the level of digital media addiction among female high school students in Qom province in the year 2024. This applied research employed a quantitative descriptive survey methodology to gather data. The statistical population included female secondary school students in Qom province, and based on Cochran's formula, a sample size of 257 participants was determined. Data collection was conducted using a 20-item questionnaire developed by Yang et al. (1998). The results demonstrated a significant negative correlation between all four dimensions of parents' media literacy—cognitive, emotional, aesthetic, and moral—derived from Potter’s theory of media literacy, and students' addiction to digital media. The present study aimed to investigate the relationship between parents' media literacy and the level of digital media addiction among female high school students in Qom province in the year 2024. This applied research employed a quantitative descriptive survey methodology to gather data. The statistical population included female secondary school students in Qom province, and based on Cochran's formula, a sample size of 257 participants was determined. Data collection was conducted using a 20-item questionnaire developed by Yang et al. (1998). The results demonstrated a significant negative correlation between all four dimensions of parents' media literacy—cognitive, emotional, aesthetic, and moral—derived from Potter’s theory of media literacy, and students' addiction to digital media. Overall, the findings underscore the crucial role of enhancing parents’ media literacy—particularly the moral dimension—in mitigating digital media addiction among adolescents. Additionally, the results highlight the influence of parental demographics on the extent of students' media addiction, suggesting that targeted educational interventions for parents, especially those with lower educational attainment, could be effective in reducing digital media addiction among high school girls. Extended Abstract:IntroductionIn recent years, the rapid growth of digital technologies and widespread access to new media have significantly changed how adolescents obtain information and interact. Smartphones, social media, online games, and other digital tools are now essential parts of young people’s daily lives. While these technologies provide valuable opportunities for learning and communication, they also pose risks, such as the rising problem of digital media addiction among high school students. This addiction, marked by excessive use of digital platforms, can harm academic performance, mental health, and social relationships.Addressing digital addiction requires identifying key mitigating factors, with parental media literacy playing a crucial role. Media literacy refers to the ability to critically access, analyze, and evaluate media content. Parents with higher media literacy are better equipped to understand the risks of media consumption and guide their children toward healthier usage patterns.Potter’s media literacy theory highlights four key dimensions—cognitive, emotional, aesthetic, and moral—that influence how individuals interpret media messages. Improving parents’ skills in these areas can enhance their monitoring and communication with adolescents, thereby reducing the risk of digital addiction.Given the increasing dependence on digital media among students and the prevalence of addictive behaviors, it is important to study the link between parents’ media literacy and students’ digital addiction. Understanding this connection can inform effective strategies to reduce digital dependence and promote healthier media engagement among youth.Materials and MethodsThis applied study used a quantitative descriptive survey design to explore the relationship between parents' media literacy and digital media addiction among female high school students. The population consisted of all female secondary school students in Qom province in the year 2024. Based on Cochran’s formula, a sample of 257 students was selected to ensure representativeness.Data were collected using a 20-item questionnaire adapted from Yang et al. (1998) to measure digital media addiction. Parents’ media literacy was assessed according to Potter’s framework, covering four dimensions: cognitive, emotional, aesthetic, and moral literacy.The questionnaires were distributed to and completed by the participants. Data analysis involved using Spearman’s correlation to examine the relationships between media literacy dimensions and digital addiction, and Chi-square tests to assess the impact of parental age and education on students' media addiction levels. A significance level of 0.05 was used for all tests to ensure reliability. Data analysis was performed using SPSS software.FindingsThe study revealed a statistically significant negative correlation between all four dimensions of parents’ media literacy—cognitive, emotional, aesthetic, and moral—and the level of digital media addiction among female high school students. Among these dimensions, the moral aspect demonstrated the strongest inverse association with digital addiction (Spearman’s rho = -0.312), followed by the emotional (-0.257), cognitive (-0.145), and aesthetic (-0.117) dimensions. These results suggest that higher parental media literacy across these domains corresponds with lower incidences of digital media addiction in adolescents.Moreover, the analysis identified significant relationships between parental demographic variables and students’ digital media addiction. Both parents’ age and educational level were significantly associated with addiction levels, with a p-value of 0.002. The Chi-square test further indicated that parents’ educational attainment (χ² = 46.035) had a more pronounced correlation with students’ digital media addiction compared to parental age.Collectively, these findings underscore the critical role of enhancing parents’ media literacy—particularly the moral dimension—in mitigating digital media addiction among adolescents. Additionally, the influence of parental demographics, especially educational background, highlights the importance of tailored educational interventions for parents as a strategy to reduce digital media addiction among high school students.Discussion and ConclusionThis study found a significant negative relationship between parents’ media literacy and digital media addiction in female high school students, with the moral dimension showing the strongest effect. This highlights the vital role of ethical awareness in preventing addictive behaviors, consistent with prior research on moral education.Parental education and age were also significantly related to students’ addiction levels, with education having a stronger influence. This suggests that more educated parents may be better equipped to monitor and regulate their children’s media use effectively.The findings underscore the need for targeted educational programs to enhance parents’ media literacy, especially the moral dimension, to empower them as effective supervisors. Such programs are particularly important for parents with lower educational attainment to help reduce digital addiction among adolescents.School administrators and relevant institutions should develop ongoing, structured family education programs—including workshops, seminars, counseling centers, and initiatives—to improve parents’ knowledge of digital technologies and media risks. Raising awareness and providing tailored guidance to families can reduce digital addiction and strengthen parental monitoring.In summary, improving parents’ media literacy is essential to combat digital addiction in high school students. Future studies should explore the long-term impact of family-centered interventions promoting healthy digital media habits.

Harnessing the Power of Virtual Social Networks: Designing a Curriculum Model for Students' Professional Skill Development

Zohreh Mansoury khosraviyeh; Alireza Araghieh; Nader Barzegar; Amirhossein Mehdizadeh; HosseinAli Jahed

Volume 10, Issue 39 , October 2024, , Pages 284-245

https://doi.org/10.22054/nms.2025.73709.1563

Abstract

Abstract Today, the rapid development of information and communication technologies and the impact of globalization necessitate the use of information technology-related mechanisms ... Read More Abstract Today, the rapid development of information and communication technologies and the impact of globalization necessitate the use of information technology-related mechanisms by individuals and organizations to stay ahead and gain a competitive advantage. With the expansion of these technologies, it has become crucial for all people and organizations to adapt and integrate them into their processes and operations to remain relevant and continue to progress in the globalized world. The study aimed to devise a curriculum model for enhancing students' professional skills through virtual social networks. The employed research method was exploratory and relied on foundational data. The participants in the present study included all curriculum experts and specialists related to the research project, who were selected using a purposive sampling method. The number of participants was considered to be 13 people based on theoretical saturation. The research tool used in the study was semi-structured interviews with experts. Data analysis encompassed theoretical coding. To validate the proposed model, the Delphi method was employed. The research findings revealed that the desired curriculum consisted of 14 dimensions, such as logic, goals, content, teaching-learning strategies, learning activities of learners, materials and resources, grouping of learners, time, space, evaluation methods, and professional qualifications. The identified facilitating and hindering factors were professors and excellence, respectively. The final curriculum model designed for the development of students' professional skills using virtual social networks was found to be valid from both the experts' and users' perspectives. Extended Abstract: Introduction Today, the emergence of new information and communication technologies has fundamentally transformed the educational landscape. Education has evolved to become increasingly virtual, placing a greater responsibility on those involved in planning and formulating educational curricula. In the current digital age, social networks hold immense popularity among internet users worldwide, including in Iran. They represent the most powerful form of online media globally. Recognizing this reality, educators must adapt their curricula accordingly, incorporating virtual elements and programs to effectively engage and educate students. The abundance and diversity of content, coupled with numerous software capabilities and internet functionalities, have led to the widespread adoption of social networks by users (Sadeghi Nesab et al., 1400). The most effective way to utilize social networks in an academic setting is to integrate them into the curriculum and leverage them to develop students' professional skills. This approach is particularly crucial in the context of a country's higher education system, as it plays a pivotal role in preparing students to take on current and future professional roles, or in other words, in developing their skills as influential individuals and contributors to the nation's industrial progress. Professional development refers to both formal and informal processes aimed at continuous skill enhancement at all levels of education, including colleges, educational institutions, and individuals. The goal is to equip students with the abilities necessary to meet their current professional needs, while also preparing them for future roles in various educational, research, and executive capacities. (Abbas Puro et al., 2014: 93). Virtual social networks serve as a potent tool for designing a curriculum model and developing students' professional skills. The abundance of activities and interactions within these networks enable curriculum patterns to be formulated based on the requirements and demands of the industry and the job market, addressing the specific needs and emerging needs for skill development in various fields. Virtual social networks play a pivotal role in providing valuable information to students about job opportunities and professional positions. They help students connect with industry and businesses related to their field of study, fostering a dynamic environment for interaction and engagement. Furthermore, these networks facilitate communication between students and professors as well as professional artisans, contributing to the development of students' skills and the enhancement of their professional knowledge. Students can benefit greatly from the wealth of information and resources available on social networks, using them to stay updated and gain a deeper understanding of industry changes and needs. This makes virtual social networks an effective tool for developing professional skills and enhancing university curricula (Zakiani, 2015:57). Virtual learning through online platforms offers students access to a plethora of resources and learning content. This includes online courses, videos, electronic resources, and online educational communities, as well as the ability to communicate with teachers and peers in virtual space. In addition, students can share their experiences and knowledge through interactive tools, engage in exercises and group activities, and enhance their learning experience through online collaboration. This underscores the significant impact of information and communication technology on the learning process. The primary objective of the current research project is to address the question of what curriculum model can be designed to effectively develop students' professional skills through the use of social networks. Methodology The research method employed in this study was qualitative and exploratory in nature. The sample for the study consisted of 13 experts from the academic community and higher education specialists, who were selected using theoretical (or targeted) sampling. The process of gathering opinions continued until theoretical saturation was achieved. The research method employed in this study was qualitative and exploratory in nature. The sample for the study consisted of 13 experts from the academic community and higher education specialists, who were selected using theoretical (or targeted) sampling. The process of gathering opinions continued until theoretical saturation was achieved. To assess the validity of the curriculum model developed in this study, the Delphi method was utilized in a two-stage process involving a group of 13 experts. It is worth mentioning that the final template was endorsed by 7 of these experts. For the interview questions, a panel of 12 experts provided feedback, which was subsequently incorporated into the items. Finally, Guba and Lincoln's (1982) method was adopted to ensure the study's credibility and validity. The analysis of research data took place simultaneously with the collection of data from the review of theoretical literature and research background, as well as the interviews (given the significance of interviews in the contextualized approach). The analysis process was performed manually and divided into three separate steps. Following the data base theory approach, the analysis of gathered data entailed three distinct stages: open coding, central coding, and selective coding. Initially, in order to familiarize themselves with the data, the texts of all collected data were thoroughly reviewed multiple times in an active and interactive manner. The second step of the analysis process focused on the coding procedure, where codes were assigned to the data. Primary codes directly related to the research question were recognized and extracted. Following this, data categorization occurred via decoding, after which, using axial coding, open coding-derived data were merged into common elements. This data categorization resulted in indicators being organized into distinct components. The final step involved applying selective coding based on the shared concepts among the components. This process led to the extraction and classification of the curriculum's dimensions into a total of 14 distinct categories. Findings Following the data analysis and validation of the research elements, a curriculum was ultimately designed for the development of students' professional skills through the utilization of virtual social networks. The curriculum design encompassed a series of structural elements, including the rationale and logic behind the program, the overarching goals and the pursuit of excellence, the content of the curriculum, the considerations of time and space, the activities and learning experiences for students, the teaching methodologies, the materials and resources necessary, the organization of students into groups, the evaluation methods, the professional qualifications and expertise of professors, the facilitating factors, and the potential interference factors. Conclusion The primary objective of this study was the design of a curriculum that would effectively develop students' professional skills through the use of virtual social networks. This involved identifying the key characteristics and components of the curriculum elements necessary to achieve this goal. Based on the findings of this study, the logic of the curriculum design model indicates why and the reason behind its development, taking into account the current needs and requirements of both society and students. The diminishment of face-to-face education serves as an indicator driving this necessity. Given the increasing emphasis on modern technologies, a learner-centered approach to education, and the necessity for curricula that adapt to students' needs in using contemporary facilities, it is crucial that these factors be taken into account when designing a curriculum. The cultivation of new ideas, communication and negotiation, teamwork, and participatory skills is encouraged and supported, providing a foundation for achieving these objectives. In addressing the professional development of teachers in virtual education, it is necessary for teachers to integrate educational knowledge and content with technology utilization, and leverage technology as a method of communication and interaction. In the logic of the curriculum, the emphasis is on the active learning of students through the interpretation of experiences, engaging them in research activities, and encouraging them to make inferences from both spoken and listening materials. Moreover, technology usage, the presentation of content within the context of networks, and the facilitation of interaction between professors and virtual classrooms are recognized as crucial aspects of this program. The more active the student is in the learning process, the greater the depth and stability of their comprehension and retention. An effective learning experience relies on the engagement and proactive involvement of the student in the learning process. The grouping of students according to the development of interpersonal relationships and communication, as well as based on the common needs and interests of the students, is considered essential within this curriculum. By assembling groups based on the shared interests of the students, a sense of trust is created among the group members, which serves as the foundation for fostering creative interactions and strengthening the skills of students. The research outcomes indicate that the utilization of virtual social networks allows students to access course content flexibly and share it in diverse formats. This feature enables students to transcend the bounds of time and space, thus facilitating the learning process. These virtual social networks possess the functionality to access and either receive or send course content. As noted by Siranjoy and Patnewala (2020), the ability to access information at any time and from anywhere, and having the flexibility to learn at one's own pace and convenience, significantly enhances the learning process. The learning space within a curriculum designed to develop students' professional skills through virtual social networks can encompass: collaborative and interactive spaces. In the ideal curriculum, an assortment of evaluation methods are emphasized within these environments. This approach not only fosters greater and deeper attention to diverse learning styles but also engages different senses of the learners, thereby increasing their overall level of engagement. Another important consideration within this program is the emphasis placed on the suitability of the evaluation methods in accordance with the available technological facilities. Furthermore, the criteria for evaluation should change in accordance with the teaching methods employed, and a quality assessment system needs to be established. The desired curriculum should actively work towards building robust infrastructures, motivating both teachers and students to utilize these technologies effectively. Furthermore, efforts must be made to ensure a high level of support for educational professionals in order to monitor and meet the need for social networks. In accordance with the findings of the research and based on the results discussed so far, it can be recognized that the application of social networks in curriculum design, with the aim of developing students' professional skills, serves as an innovative solution. Furthermore, considering the content that has been mentioned, the utilization of virtual education is deemed crucial and necessary.

Structural Relationship Between Behavioral Brain Systems and Social Network Dependence Mediated by Emotional Cognitive Regulation in Students

Marzieh Raeisi; Alireza Homayouni; Mahbobeh Zaremarzoni

Volume 9, Issue 36 , December 2023, , Pages 243-217

https://doi.org/10.22054/nms.2024.52867.988

Abstract

Introduction The era of information and networked society has brought forth the rise of web-based social media platforms, which have been successful in drawing users and influencing ... Read More Introduction The era of information and networked society has brought forth the rise of web-based social media platforms, which have been successful in drawing users and influencing various trends and lifestyles (Shamshadi et al, 2019). Social networks have created new possibilities for human interactions, but these novel frontiers come with challenges as new factors emerge with each new window. Studying the effects of media in the context of social networks is complicated, given their status as a global technology (Mahmood et al., 2018). Gray (1981) first introduced the concept of two distinct brain systems related to social networks: the behavioral activation system and the behavioral inhibition system. These systems are believed to be sensitive to reward and punishment cues (Gray, 1981). Behavioral systems play a crucial role in controlling and regulating behaviors and emotions and provide the neurological basis for mood. The behavioral activation system is responsible for regulating behavior in the presence of rewards, and it is sensitive to both reward cues and the absence of punishment. The behavioral inhibition system, on the other hand, is responsible for regulating behavior in the presence of punishment. This system is associated with negative mood and increases avoidance behavior as well as feelings of anxiety (Albrecht & Stork, 2017). Research has indicated that the behavioral activation system positively correlates with social network dependence, whereas the behavioral inhibition system negatively correlates with social network dependence (Niko, 2016). Cognitive regulation of emotions plays a crucial role in initiating, evaluating, and organizing adaptive behaviors while preventing negative emotions and maladaptive behaviors (Heweh et al., 2017). This type of regulation is considered an important factor in influencing one's emotional state and decision-making process. The research conducted by Trumello et al. (2018) discovered a negative correlation between positive emotional regulation and dependence on social networks, as well as a positive correlation between negative emotional regulation and social network dependence. Additionally, Gholami et al.'s study (2019) found a negative relationship between the behavioral activation system and psychological vulnerability, while a positive correlation was observed between emotional dysregulation and psychological vulnerability. The current research aims to explore the role of behavioral brain systems (i.e., behavioral activation and inhibition systems) in conjunction with emotional cognitive regulation as potential factors influencing students' dependence on social networks. Methodology The study utilized a correlation-based design with structural equation modeling. The statistical population consisted of all students enrolled in high school. Considering the number of observed variables and a coefficient of 15 for each variable, a sample of 261 students was randomly selected through a cluster sampling method. Participating students completed the Carver & White Behavioral Inhibition/Activation Systems questionnaires (1994) and Garnefski et al.'s emotional regulation questionnaire. The data collected through questionnaires were analyzed using Pearson's correlation coefficient test and structural equation modeling techniques. The analyses were conducted using SPSS and AMOS software versions 24 and 23, respectively. Results The results revealed a significant positive correlation between the behavioral activation system and the use of negative emotional cognitive regulation strategies in relation to social network dependence. Meanwhile, a significant negative correlation was found between the behavioral inhibition system and positive emotional cognitive regulation strategies vis-à-vis social network dependence. The findings also confirmed that emotional-cognitive regulation strategies served as mediating factors in the relationship between behavioral brain systems and social network dependence. Conclusion The results of this research study indicated that the behavioral inhibition system, in conjunction with emotional cognitive regulation, influences one's dependence on social networks among students. This finding provides valuable insights into the factors impacting social media usage habits and behavior. The findings suggest that the behavioral activation system plays a crucial role in regulating pleasant motivations and experiences positive emotional states. Individuals who exhibit social network dependence may indeed display a stronger behavioral activation system, rendering them more susceptible to becoming dependent on these platforms. The results indicate that higher levels of behavioral activation are associated with increased tendencies to become socially network dependent. When the behavioral activation system is more sensitive, it likely intensifies individuals' enthusiasm for social network engagement. Individuals with high behavioral inhibition system activity tend to prefer less risky behaviors, such as internet usage, in order to obtain rewards. Due to the advantages of virtual and non-face-to-face interactions, such as freedom to enter and leave without limitations and the absence of direct physical harm, people may feel relieved from immediate anxiety caused by their behavior. However, this freedom can lead to problems, such as conflicts in chatrooms. Online gaming allows players to compensate for failures by leaving the chat room and resuming the game, reducing the immediate consequences. This risk-free virtual environment of the internet appeals to individuals who experience anxiety about the direct outcomes of their actions. On the other hand, negative cognitive regulatory strategies show a significant positive correlation with depression, addiction in various aspects of life, including internet and social network addiction, social anxiety, and stress. In contrast, positive cognitive regulatory strategies have a positive impact on emotional well-being and can reduce the risk of experiencing negative emotional states. Therefore, it can be concluded that negative cognitive and emotional regulation strategies contribute to an increase in dependence on social networks. Non-adaptive strategies and maladaptive emotional regulation are the foundation for the development and persistence of various forms of psychopathology. On the other hand, adaptive and healthy strategies in emotional regulation function as protective factors.

The Impact of Virtual Social Networks on Social Identity and Lifestyle of Students at Farhangian University of Mashhad

mahnaz amirpour; maryam talebdoost

Volume 8, Issue 32 , January 2023, , Pages 355-325

https://doi.org/10.22054/nms.2022.34390.546

Abstract

Virtual social networks have been used by many people in the community as an attractive way of communication. Therefore, a considerable amount of information is shared on these sites, ... Read More

Effects of Lifestyle Influenced by Cyberspace on Academic Engagement of High School Students

hasan momeni; Marjan Albehbahani

Volume 8, Issue 31 , October 2022, , Pages 362-333

https://doi.org/10.22054/nms.2022.47482.846

Abstract

The desirable and harmful effects of cyberspace on different aspects of life especially education and schooling have always been a subject of debate. Thus, the main purpose of the study ... Read More

The Relationship between the Use of Virtual Social Networks and Changes in Students' Social Capital Dimensions ( Study Case: Students of Mohaghegh Ardabili University)

mohammad mahdi forghani; Shahriar Gholizadeh Gollo

Volume 7, Issue 26 , November 2021, , Pages 294-267

https://doi.org/10.22054/nms.2021.18846.697

Abstract

The purpose of this article was to study The Relationship between the Use of Virtual Social Networks and Changes in Students' Social Capital Dimensionsl of students of Mohaghegh Ardebil ... Read More

The factors that influence on the cultural identity of Iranian students in the social network ( Case Study: Facebook, Telegram and Instagram(

Masoomeh Latifi; Nosrat Riahinia; Yahya Ghaedy; Mahmoud Babaie

Volume 7, Issue 26 , November 2021, , Pages 394-359

https://doi.org/10.22054/nms.2021.33934.535

Abstract

Today, virtual social networks as a platform for the transmission of cultural messages play an important role in shaping cultural identity; The present study aims to investigate the ... Read More

Predicting the Dependency of Mobile Social Networks Through the Goals of Using the Networks (research among Students of the 9th Regional Universities)

azra Mirkazemi; Samaneh Rastgoo; Fereshteh Ahmad Abadi

Volume 6, Issue 21 , April 2020, , Pages 57-84

https://doi.org/10.22054/nms.2020.45930.815

Abstract

Since the use of mobile social networks is prevalent among the students, the present study is aimed to predict the degree of dependence on social networks through the goals of using ... Read More

The relation of using satellite, Internet and virtual social networks on the attitude toward friendship with the opposite sex before marriage (Case study: Students of Arak University)

ehsan Mobaraki; Mohammad Sharafi

Volume 5, Issue 18 , November 2019, , Pages 131-166

https://doi.org/10.22054/nms.2019.24689.297

Abstract

The purpose of this study is to investigate the relation of the use of modern communication technologies (satellite, Internet, and virtual social networks) on students' attitude toward ... Read More

The role of Media literacy for parents and social identity with media consumption students

jafar bahadorikhosroshahi; isa bargi

Volume 4, Issue 14 , August 2018, , Pages 290-316

https://doi.org/10.22054/nms.2018.20409.187

Abstract

The aim of this study was to the role of Media literacy for parents and social identity with media consumption students. The study was descriptive and correlational. The statistical ... Read More

The impact of internet parenting styles on internet use of students

Hossein Motahhari Nejad; Mohadeseh Ghasemi Nejad

Volume 4, Issue 16 , January 2018, , Pages 301-333

https://doi.org/10.22054/nms.2019.22366.231

Abstract

The use of internet in all areas, is increasing. Students are among the main users of the Internet. The aim of this study was to evaluate the impact of internet parenting styles on ... Read More

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Keywords = Students

The Relationship Between Parents' Media Literacy and Digital Addiction in High School Students in Qom (2024)

Abstract

Harnessing the Power of Virtual Social Networks: Designing a Curriculum Model for Students' Professional Skill Development

Abstract

Structural Relationship Between Behavioral Brain Systems and Social Network Dependence Mediated by Emotional Cognitive Regulation in Students

Abstract

The Impact of Virtual Social Networks on Social Identity and Lifestyle of Students at Farhangian University of Mashhad

Abstract

Effects of Lifestyle Influenced by Cyberspace on Academic Engagement of High School Students

Abstract

The Relationship between the Use of Virtual Social Networks and Changes in Students' Social Capital Dimensions ( Study Case: Students of Mohaghegh Ardabili University)

Abstract

The factors that influence on the cultural identity of Iranian students in the social network ( Case Study: Facebook, Telegram and Instagram(

Abstract

Predicting the Dependency of Mobile Social Networks Through the Goals of Using the Networks (research among Students of the 9th Regional Universities)

Abstract

The relation of using satellite, Internet and virtual social networks on the attitude toward friendship with the opposite sex before marriage (Case study: Students of Arak University)

Abstract

The role of Media literacy for parents and social identity with media consumption students

Abstract

The impact of internet parenting styles on internet use of students

Abstract