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<p>Nowadays, parents’ tendency to over-intervene in all areas of their children’s lives is increasing, which may negatively affect children’s independence and self-confidence. This study examines the relationships between technology-focused overparenting behaviors of parents of primary school children and various variables such as parental anxiety, mediation styles, game addiction, and phubbing. The study group consisted of 535 parents with children in primary school or preschool age. Data were collected via online self-report questionnaires. The data were analyzed using partial least squares structural equation modeling (PLS-SEM). The findings showed that parental mediation strategies, namely supervision and active mediation, were associated with distinct outcomes. Supervision, parental phubbing, parental anxiety, and parental perceptions of academic achievement were positively associated with overparenting, whereas active mediation was not directly related to overparenting. In addition, both active mediation and supervision were positively associated with parental anxiety, while parental phubbing and parental academic achievement perceptions were not significantly related to parental anxiety. In conclusion, it is emphasized that parental anxiety triggers overparenting, and children’s media use in online environments is associated with parental anxiety and overparenting behaviors.</p>

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Determinants of overparenting in the digital age: the role of parental mediation strategies, phubbing, anxiety, and online game addiction perceptions

  • 期刊论文

  • 发表日期：

    2026年7月4日

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  • Cenk Yoldaş,
  • Derya Göğebakan Yildiz,
  • Nilüfer Atman Uslu,
  • Hatice Yildiz Durak

摘要

Nowadays, parents’ tendency to over-intervene in all areas of their children’s lives is increasing, which may negatively affect children’s independence and self-confidence. This study examines the relationships between technology-focused overparenting behaviors of parents of primary school children and various variables such as parental anxiety, mediation styles, game addiction, and phubbing. The study group consisted of 535 parents with children in primary school or preschool age. Data were collected via online self-report questionnaires. The data were analyzed using partial least squares structural equation modeling (PLS-SEM). The findings showed that parental mediation strategies, namely supervision and active mediation, were associated with distinct outcomes. Supervision, parental phubbing, parental anxiety, and parental perceptions of academic achievement were positively associated with overparenting, whereas active mediation was not directly related to overparenting. In addition, both active mediation and supervision were positively associated with parental anxiety, while parental phubbing and parental academic achievement perceptions were not significantly related to parental anxiety. In conclusion, it is emphasized that parental anxiety triggers overparenting, and children’s media use in online environments is associated with parental anxiety and overparenting behaviors.