Children’s Information-Related Internet Use at Home: The Role of the Quantity and Quality of Parental Support and Children’s Motivation

Figures & data

Figure 1. Theoretically Based Model.

Figure 2. Final Model Results.

Note: Latent analysis. Statistics are significant standardized coefficients. Gender: 1 = male, 0 = female. *p < .05.**p < .01.***p < .001

Table 1. Means, standard deviations, range, and bivariate correlations of all variables.

	M	SD	Range	1	2	3	4	5	6	7	8	9
(1) Quantity of Parental Support	2.14	0.88	1–5	−
(2) Quality of Parental Support: Autonomy	3.44	1.09	1–5	.40***	−
(3) Quality of Parental Support: Structure	3.06	0.96	1–5	.31***	.37***	−
(4) Quality of Parental Support: Emotional Support	3.36	1.09	1–5	.43***	.67***	.42***	−
(5) Extrinsic Motivation	1.91	0.83	1–5	.23***	.02	.14***	.07	−
(6) Intrinsic Motivation	3.34	0.89	1–5	.21***	.17***	.26***	.21***	.35***	−
(7) Practical Use	2.68	0.93	1–5	.15***	.03	.16***	.01	.22***	.39***	−
(8) School- or Learning-Related Use	2.87	0.78	1–5	.24***	.13***	.18***	.08	.26***	.30**	.40***	−
(9) Gender	−	−	−	−.14**	−.17***	.02	−.13**	.10*	−.06	.07	−.07	−

Note. *p < .05. **p < .01. ***p < .001.

Table

	Item (“I looking for something on the internet … ”)	Intrinsic Motivation – Fun	Intrinsic Motivation – Interest
1	because websites are often about exciting topics.	0.62	0.44
2	because homepages, websites or blogs are often exciting.	0.70	0.18
3	because I enjoy it.	0.54	0.26
4	because it allows me to learn more about things that interest me.	0.29	0.71
5	because it allows me to learn something new.	0.24	0.85
6	because I can quickly find a lot of information.	0.31	0.60

Note. All factor loadings were significant and p < .000. Rotation method is varimax.