EBEVEYNLERİN DİJİTAL EBEVEYNLİK ÖZ-YETERLİK DÜZEYLERİ İLE ORTAOKUL ÖĞRENCİLERİNİN DİJİTAL BAĞIMLILIK, DİJİTAL OKURYAZARLIK VE YAŞAM DOYUMLARI İLİŞKİLERİNİN İNCELENMESİ

Abstract

This study examined group-level relationships between parents’ digital parenting self-efficacy and middle school students’ digital addiction, digital literacy, and life satisfaction. A partially mixed sequential dominant status design was used. The quantitative study group included 725 middle school students and 701 parents selected through stratified sampling from the central districts of Ankara. The qualitative study group consisted of 16 volunteer parents selected through purposive sampling from the same schools. Quantitative data were collected using the Digital Addiction Scale for Children, the Digital Literacy Scale, the Brief Multidimensional Students’ Life Satisfaction Scale, and the Digital Parenting Self-Efficacy Scale. Qualitative data were obtained through individual interviews conducted with a semi-structured interview form prepared by the researcher. Quantitative data were analyzed using descriptive statistics, Pearson correlation analysis, Generalized Linear Models, factorial ANOVA, and hierarchical regression analysis; qualitative data were analyzed through hybrid thematic analysis. Findings showed that students’ digital addiction levels were slightly below average, whereas their digital literacy and life satisfaction levels were above average. Digital addiction was significantly and negatively related to life satisfaction, while digital literacy predicted life satisfaction positively, though at a low level. Parents’ digital parenting self-efficacy levels were above average and decreased slightly with age. Qualitative findings revealed challenges related to managing digital use time, content and communication risks, and limited technical knowledge. The findings were interpreted within Social Cognitive Theory, emphasizing the interaction of person, behavior, and environment.