Abstract：
OBJECTIVE: This study aimed to investigate the variables that affect early adolescents\' parents\' digital self-efficacy and digital parenting awareness.
METHODS: A cross-sectional study was conducted between May and June 2022, with a sample of 2402 parents. Data were collected using a Parent Information Form, Digital Parenting Awareness Scale, and Digital Parenting Self-Efficacy Scale. The data were analysed using independent t-tests, Pearson correlations, and one-way ANOVA analysis.
RESULTS: All parents have internet access at home and on their phones, and they all use the internet. The average daily internet usage time is 4.48 ± 2.09 h. A positive correlation was found between the average scores of parents\' digital literacy (r = -0.111; p < 0.001) and digital communication (r = 0.089; p < 0.001). It was determined that the average digital communication subscale score of parents with a primary school degree was higher than that of parents with a university degree or higher (F = 2.783, p = 0.040). It was found that there was no statistical correlation between the amount of time parents spend on the internet daily and their total score and subscale scores of digital self-efficacy (p > 0.05).
CONCLUSIONS: This study\'s results demonstrate that parents are proficient in digital security, digital literacy, and digital communication. Additionally, there is a significant correlation between digital literacy, digital communication, and digital parenting awareness.
CONCLUSIONS: The study results could guide the development of future interventions to enhance parents\' awareness and competence in digital safety and the use of digital tools.
METHODS: A cross-sectional study was conducted between May and June 2022, with a sample of 2402 parents. Data were collected using a Parent Information Form, Digital Parenting Awareness Scale, and Digital Parenting Self-Efficacy Scale. The data were analysed using independent t-tests, Pearson correlations, and one-way ANOVA analysis.
RESULTS: All parents have internet access at home and on their phones, and they all use the internet. The average daily internet usage time is 4.48 ± 2.09 h. A positive correlation was found between the average scores of parents\' digital literacy (r = -0.111; p < 0.001) and digital communication (r = 0.089; p < 0.001). It was determined that the average digital communication subscale score of parents with a primary school degree was higher than that of parents with a university degree or higher (F = 2.783, p = 0.040). It was found that there was no statistical correlation between the amount of time parents spend on the internet daily and their total score and subscale scores of digital self-efficacy (p > 0.05).
CONCLUSIONS: This study\'s results demonstrate that parents are proficient in digital security, digital literacy, and digital communication. Additionally, there is a significant correlation between digital literacy, digital communication, and digital parenting awareness.
CONCLUSIONS: The study results could guide the development of future interventions to enhance parents\' awareness and competence in digital safety and the use of digital tools.
摘要：
目的：本研究旨在调查影响早期青少年“父母”数字自我效能感和数字育儿意识的变量。
方法：在2022年5月至6月间进行了一项横断面研究，样本为2402名父母。数据是使用家长信息表格收集的，数字育儿意识量表，数字父母自我效能感量表。使用独立的t检验分析数据，皮尔逊相关性，和单因素方差分析。
结果：所有父母都可以在家里和手机上上网，他们都使用互联网。平均每日互联网使用时间为4.48±2.09h。父母的数字素养平均得分（r=-0.111；p<0.001）与数字通信（r=0.089；p<0.001）之间呈正相关。确定具有小学学历的父母的平均数字通信子量表得分高于具有大学学历或更高学位的父母（F=2.783，p=0.040）。结果发现父母每天上网的时间与他们的数字自我效能感总分和子量表得分之间没有统计学相关性(p>0.05)。
结论：这项研究的结果表明，父母精通数字安全，数字素养,和数字通信。此外,数字素养之间存在显著的相关性，数字通信,和数字育儿意识。
结论：研究结果可以指导未来干预措施的发展，以提高父母对数字安全和使用数字工具的认识和能力。
方法：在2022年5月至6月间进行了一项横断面研究，样本为2402名父母。数据是使用家长信息表格收集的，数字育儿意识量表，数字父母自我效能感量表。使用独立的t检验分析数据，皮尔逊相关性，和单因素方差分析。
结果：所有父母都可以在家里和手机上上网，他们都使用互联网。平均每日互联网使用时间为4.48±2.09h。父母的数字素养平均得分（r=-0.111；p<0.001）与数字通信（r=0.089；p<0.001）之间呈正相关。确定具有小学学历的父母的平均数字通信子量表得分高于具有大学学历或更高学位的父母（F=2.783，p=0.040）。结果发现父母每天上网的时间与他们的数字自我效能感总分和子量表得分之间没有统计学相关性(p>0.05)。
结论：这项研究的结果表明，父母精通数字安全，数字素养,和数字通信。此外,数字素养之间存在显著的相关性，数字通信,和数字育儿意识。
结论：研究结果可以指导未来干预措施的发展，以提高父母对数字安全和使用数字工具的认识和能力。
