The Association Between Media Use for Parenting Information (MUPI) and Parenting Knowledge, Attitudes and Practices Among Parents of Children Aged 6-19 Years.
The rise of digital media has significantly altered how parents access information regarding child development and parenting. While such platforms provide accessible support, the influence of different media formats on parenting outcomes remains underexplored. This study aimed to (1) assess the frequency of media use for parenting information (MUPI) and (2) examine its associations with parenting knowledge, attitudes and practices among Thai parents of children aged 6-19 years.
A cross-sectional study was conducted with 445 parents recruited through social media and in-person outreach at hospitals and schools. Participants completed four validated self-report instruments: the MUPI questionnaire, the Child and Adolescent parenting Knowledge Evaluation (CAKE), the Parenting Sense of Competence Scale (PSOC) and the Alabama Parenting Questionnaire (APQ). Descriptive statistics, Kendall's tau-b correlations and multivariate linear regression analyses were employed to explore the associations.
Reading online materials was the most frequent form of media use and was positively associated with higher parenting knowledge, parental involvement and positive parenting practices. In contrast, frequent consumption of short-form video content was linked to lower parenting knowledge, parental monitoring and greater inconsistency in discipline practices.
Media activity matters. Engagement with evidence-based, text-based resources and structured online trainings appear to support better parenting outcomes, while overreliance on short-form video content may be detrimental. These findings underscore the need for media literacy promotion and the development of accessible, high-quality digital parenting content tailored to diverse parental needs.
A cross-sectional study was conducted with 445 parents recruited through social media and in-person outreach at hospitals and schools. Participants completed four validated self-report instruments: the MUPI questionnaire, the Child and Adolescent parenting Knowledge Evaluation (CAKE), the Parenting Sense of Competence Scale (PSOC) and the Alabama Parenting Questionnaire (APQ). Descriptive statistics, Kendall's tau-b correlations and multivariate linear regression analyses were employed to explore the associations.
Reading online materials was the most frequent form of media use and was positively associated with higher parenting knowledge, parental involvement and positive parenting practices. In contrast, frequent consumption of short-form video content was linked to lower parenting knowledge, parental monitoring and greater inconsistency in discipline practices.
Media activity matters. Engagement with evidence-based, text-based resources and structured online trainings appear to support better parenting outcomes, while overreliance on short-form video content may be detrimental. These findings underscore the need for media literacy promotion and the development of accessible, high-quality digital parenting content tailored to diverse parental needs.
Authors
Nguansiri Nguansiri, Kiatrungrit Kiatrungrit, Hongsanguansri Hongsanguansri, Jongrakthanakij Jongrakthanakij, Atsariyasing Atsariyasing, Chirdkiatgumchai Chirdkiatgumchai, Pavasuthipaisit Pavasuthipaisit
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