Document Type : Research Paper
Author
Assistant Professor, Social Sciences and Media, University of Religions and Denominations, Qom, Iran
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 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:
Introduction
In 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 Methods
This 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.
Findings
The 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 Conclusion
This 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.
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