Dear researchers, colleagues, and readers interested in research on cyberspace,
We are pleased to present a special issue for Cyberpsychology: Journal of Psychosocial Research on Cyberspace. The aim of the special issue is to build upon existing knowledge concerning the mediation of children’s use of digital technology. We sent out the call for abstracts in the Fall of 2014, with the goal of receiving submissions on the role of family members, peers, and teachers in mediating children’s digital technology usage. Another goal was to receive submissions employing either child-centered, parent-centered, and teacher-centered approaches, or those utilizing cross-cultural perspectives. Therefore, we titled the special issue, “The Mediation of Children’s Digital Technology Usage,” a title we thought captured a broad approach to this topic.
Six papers were included in this special issue. The topics are diverse, bringing together research on children’s evaluations of parental mediation, parents’ perspectives of their technology mediation, gendered-based parental mediation, peer mediation, teachers’ mediation, and cross-cultural differences in technology mediation by parents, friends, and teachers. The articles in our special issue represent research from three continents - Europe, Asia, and North America - and include participants from Belgium, China, the Czech Republic, Greece, Estonia, Italy, Latvia, Malta, the Netherlands, Portugal, Romania, Spain, the United Kingdom, and the United States. These studies also include both qualitative and quantitative research designs. We employed the terminology of “children” in this editorial to describe the mediation of both children’s and adolescents’ digital technology usage. This terminology was also adopted because the ages of children in the special issue range from 0 to 16 years.
Read the full editorial here.
Michelle F. Wright