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VOL. 12, ISSUE 5 (2025)
Technology use among preschool children and their parents’ self‑efficacy
Authors
Nur Banu Cankurt, Dr. Ercümend Ersanlı
Abstract
This quantitative descriptive‑comparative study examined relationships
between the technology‑use characteristics of preschool children (aged
4–6 years) and their parents’ perceived self‑efficacy. The sample comprised 250
parents (n_mothers = 164; n_fathers = 86) residing in Fatsa, Ordu (Türkiye) who
completed an online survey. Data were collected using a researcher‑developed
Demographic Information Form and the Berkeley Parenting Self‑Efficacy
Scale–Revised (BPSE‑R; α = .91). Independent samples t tests and one‑way
analyses of variance (ANOVA) were computed in SPSS 26 (α = .05).
Parents’ self‑efficacy scores did not differ significantly by the child’s sex, age group, birth order, sibling number, ownership of a personal digital device, daily screen time, hours of parent–child interaction at home, number of devices used, or most frequently used device (p > .05). In contrast, the availability of a neighborhood playground exerted a small yet significant positive effect on parental self‑efficacy (t = 2.02, p < .05, d = 0.27). Findings indicate that contextual resources and the quality of parental guidance may be more important than sociodemographic factors in shaping parenting self‑efficacy. Increasing child‑friendly public spaces and offering family‑centered digital‑literacy programs are recommended. Future research should employ mixed‑method and experimental designs across broader age ranges.
Parents’ self‑efficacy scores did not differ significantly by the child’s sex, age group, birth order, sibling number, ownership of a personal digital device, daily screen time, hours of parent–child interaction at home, number of devices used, or most frequently used device (p > .05). In contrast, the availability of a neighborhood playground exerted a small yet significant positive effect on parental self‑efficacy (t = 2.02, p < .05, d = 0.27). Findings indicate that contextual resources and the quality of parental guidance may be more important than sociodemographic factors in shaping parenting self‑efficacy. Increasing child‑friendly public spaces and offering family‑centered digital‑literacy programs are recommended. Future research should employ mixed‑method and experimental designs across broader age ranges.
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Pages:93-98
How to cite this article:
Nur Banu Cankurt, Dr. Ercümend Ersanlı "Technology use among preschool children and their parents’ self‑efficacy". International Journal of Multidisciplinary Research and Development, Vol 12, Issue 5, 2025, Pages 93-98
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