Predictors of children’s and young people’s digital engagement in informational, communication, and entertainment activities: findings from ten European countries

References

• Aesaert, K., van Nijlen, D., Vanderlinde, R., & van Braak, J. (2014). Direct measures of digital information processing and communication skills in primary education: Using item response theory for the development and validation of an ICT competence scale. Computers & Education, 76, 168–181.
   Web of Science ®Google Scholar
• Balea, B. (2016). Digital natives or not? How do Romanian adolescents cross the boundaries of internet common use? Studia Universitatis Babes-Bolyai Sociologia, 61(1), 59–76.
   Google Scholar
• Blank, G., & Groselj, D. (2014). Dimensions of Internet use: Amount, variety, and types. Information, Communication & Society, 17(4), 417–435.
   Web of Science ®Google Scholar
• Brooks, F., Chester, K., Smeeton, N., & Spencer, N. (2016). Video gaming in adolescence: Factors associated with leisure time use. Journal of Youth Studies, 19(1), 36–54.
   Web of Science ®Google Scholar
• Chng, G. S., Li, D., Liau, A. K., & Khoo, A. (2015). Moderating effects of the family environment for parental mediation and pathological internet use in youths. Cyberpsychology, Behavior, and Social Networking, 18(1), 30–36.
   PubMed Web of Science ®Google Scholar
• Correa, T. (2016). Digital skills and social media use: How Internet skills are related to different types of Facebook use among ‘digital natives’. Information, Communication & Society, 19(8), 1095–1107.
   Web of Science ®Google Scholar
• Davidov, E., Meuleman, B., Cieciuch, J., Schmidt, P., & Billiet, J. (2014). Measurement equivalence in cross-national research. Annual Review of Sociology, 40(1), 55–75.
   Web of Science ®Google Scholar
• Elhai, J. D., Hall, B. J., Levine, J. C., & Dvorak, R. D. (2017). Types of smartphone usage and relations with problematic smartphone behaviors: The role of content consumption vs. social smartphone use. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(2), 1–10.
   Google Scholar
• Eynon, R., & Malmberg, L.-E. (2012). Understanding the online information-seeking behaviours of young people: The role of networks of support. Journal of Computer Assisted Learning, 28(6), 514–529.
   Web of Science ®Google Scholar
• Goodman, R., Meltzer, H., & Bailey, V. (1998). The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version. European Child and Adolescent Psychiatry, 7(3), 125–130.
   PubMed Web of Science ®Google Scholar
• Haddon, L., Cino, D., Doyle, M.-A., Livingstone, S., Mascheroni, G., & Stoilova, M. (2020). Children’s and young people’s digital skills: A systematic evidence review. KU Leuven, Leuven: ySKILLS.
   Google Scholar
• Hargittai, E. (2004). Internet access and use in context. New Media & Society, 6(1), 137–143.
   Web of Science ®Google Scholar
• Hargittai, E., & Hinnant, A. (2008). Digital inequality: Differences in young adults’ use of the Internet. Communication Research, 35(5), 602–621.
   Web of Science ®Google Scholar
• Helsper, E. (2021). The digital disconnect: The social causes and consequences of digital inequalities. Los Angeles: SAGE.
   Google Scholar
• Helsper, E. J., & Eynon, R. (2013). Distinct skill pathways to digital engagement. European Journal of Communication, 28(6), 696–713.
   Web of Science ®Google Scholar
• Helsper, E. J., & Smahel, D. (2020). Excessive internet use by young Europeans: Psychological vulnerability and digital literacy? Information, Communication & Society, 23(9), 1255–1273.
   Web of Science ®Google Scholar
• Helsper, E. J., van Deursen, A. J. A. M., & Eynon, R. (2015). From digital skills to tangible outcomes: Full questionnaire Accessed 01 July 2022. Available at www.lse.ac.uk/media@lse/research/Research-Projects/From-Digital-Skills-toTangible-Outcomes/Pdf/From-Digital-Skills-to-Tangible-Outcomes-Questionnaire.pdf
   Google Scholar
• Hietajärvi, L. (2019). Adolescents’ socio-digital engagement and its relation to academic well-being, motivation, and achievement. Helsinki: Helsinki Studies in Education.
   Google Scholar
• International Telecommunication Union (ITU) (2018). Measuring the Information Society report, Volume 1. Geneva, Switzerland: ITU Publications Accessed 01 July 2022. www.itu.int/en/ITU-D/Statistics/Documents/publications/misr2018/MISR-2018-Vol-1-E.pdf.
   Google Scholar
• Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., … Robinson, L. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA/London: The MIT Press.
   Google Scholar
• Jiménez-Pernett, J., de Labry-Lima, A. O., Bermúdez-Tamayo, C., García-Gutiérrez, J. F., & Del Carmen Salcedo-Sánchez, M. (2010). Use of the internet as a source of health information by Spanish adolescents. BMC Medical Informatics and Decision Making, 10(1), 1–6.
   PubMedGoogle Scholar
• Jorgensen, T. D., Pornprasertmanit, S., Schoemann, A. M., & Rosseel, Y. (2021). semTools: Useful tools for structural equation modeling. R package version 0.5-5 Accessed 01 July 2022. Retrieved from https://CRAN.R-project.org/package=semTools
   Google Scholar
• Kline, R. B. (2016). Principles and practise of Structural Equation Modeling (4th ed.). New York: The Guilford Press.
   Google Scholar
• Kvardova, N., Smahel, D., Machackova, H., & Subrahmanyam, K. (2021). Who is exposed to harmful online content? The role of risk and protective factors among Czech, Finnish, and Spanish adolescents. Journal of Youth and Adolescence, 50(12), 2294–2310.
   PubMed Web of Science ®Google Scholar
• Lacko, D., Čeněk, J., Točík, J., Avsec, A., Đorđević, V., Genc, A., … Subotić, S. (2022). The necessity of testing measurement invariance in cross-cultural research: Potential bias in cross-cultural comparisons with individualism– collectivism self-report scales. Cross-Cultural Research, 56(2–3), 228–267.
   Web of Science ®Google Scholar
• Li, C.-H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48(3), 936–949.
   PubMed Web of Science ®Google Scholar
• Lin, G.-C., Wen, Z., Marsh, H. W., & Lin, H.-S. (2010). Structural equation models of latent interactions: Clarification of orthogonalizing and double-mean-centering strategies. Structural Equation Modeling: A Multidisciplinary Journal, 17(3), 374–391.
   Web of Science ®Google Scholar
• Livingstone, S., & Helsper, E. (2007). Gradations in digital inclusion: Children, young people and the digital divide. New Media & Society, 9(4), 671–696.
   Web of Science ®Google Scholar
• Livingstone, S., & Helsper, E. (2010). Balancing opportunities and risks in teenagers’ use of the internet: The role of online skills and internet self-efficacy. New Media & Society, 12(2), 309–329.
   Web of Science ®Google Scholar
• Livingstone, S., Kardefelt-Winther, D., Kanchev, P., Cabello, P., Claro, M., Burton, P., & Phyfer, J. (2019). Is there a ladder of children’s online participation? Findings from three Global Kids Online countries ( Innocenti Research Briefs no. 2019-02). Florence: UNICEF Office of Research – Innocenti.
   Google Scholar
• Livingstone, S., Mascheroni, G., & Stoilova, M. (2021). The outcomes of gaining digital skills for young people’s lives and wellbeing: A systematic evidence review. New Media & Society, 1–27.
   Web of Science ®Google Scholar
• Livingstone, S., Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing opportunities and minimizing risks for children online: The role of digital skills in emerging strategies of parental mediation. Journal of Communication, 67(1), 82–105.
   Web of Science ®Google Scholar
• Lüdecke, D. (2020). sjstats: Statistical functions for regression models (Version 0.18.0). doi:10.5281/zenodo.1284472
   Google Scholar
• Mannerström, R., Hietajärvi, L., Muotka, J., & Salmela-Aro, K. (2018). Identity profiles and digital engagement among Finnish high school students. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 12(1). doi:10.5817/CP2018-1-2
   Google Scholar
• Marsh, H. W., Wen, Z., & Hau, K. T. (2004). Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction. Psychological Methods, 9(3), 275–300.
   PubMed Web of Science ®Google Scholar
• Mascheroni, G., Cino, D., Mikuška, J., Lacko, D., & Šmahel, D.(2020). Digital skills, risks and wellbeing among European children. Report on (f)actors that explain online acquisition, cognitive, physical, psychological and social wellbeing, and the online resilience of children and young people. KU Leuven, Leuven: ySKILLS
   Google Scholar
• Meredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika, 58(4), 525–543.
   Web of Science ®Google Scholar
• Nunkoo, R., & Ramkissoon, H. (2012). Structural equation modelling and regression analysis in tourism research. Current Issues in Tourism, 15(8), 777–802.
   Web of Science ®Google Scholar
• Ortega, F. B., Ruiz, J. R., Martinez-Gómez, D., De Henauw, S., Martinez-Gómez, D., Manios, Y., … Moreno, L. A. (2010). Sedentary patterns and media availability in European adolescents: The HELENA study. Preventive Medicine, 51(1), 50–55.
   PubMed Web of Science ®Google Scholar
• Palczyńska, M., & Rynko, M. (2021). ICT skills measurement in Social Surveys: Can we trust self-reports? Quality & Quantity, 55(3), 917–943.
   Google Scholar
• Pearce, K. E., & Rice, R. E. (2013). Digital divides from access to activities: Comparing mobile and personal computer internet users. Journal of Communication, 63(4), 721–744.
   Web of Science ®Google Scholar
• Pearce, K. E., & Rice, R. E. (2017). Somewhat separate and unequal: digital divides, social networking sites, and capital-enhancing activities. Social Media + Society, 3(2), 205630511771627.
   Web of Science ®Google Scholar
• Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology, 63(1), 539–569.
   PubMed Web of Science ®Google Scholar
• Pruulmann-Vengerfeldt, P., & Runnel, P. (2012). Online opportunities. In S. Livingstone & L. Haddon (Eds.), Children, risk and safety on the internet: Research and policy challenges in comparative perspective (pp. 73–86). Chicago, IL: Policy Press.
   Google Scholar
• Pugh, A. J. (2009). Longing and Belonging. Berkley, CA: University of California Press.
   Google Scholar
• R Core Team. (2020). R: A language and environment for statistical computing Accessed 01 July 2022. Vienna, Austria: R Foundation for Statistical Computing. Retrieved from https://www.R-project.org/.
   Google Scholar
• Revelle, W. (2021). psych: procedures for personality and psychological research. Evanston, Illinois, USA: Northwestern University Accessed 01 July 2022. Version = 2.1.9 https://CRAN.R-project.org/package=psych
   Google Scholar
• Rhemtulla, M., Brosseau-Liard, P. É., & Savalei, V. (2012). When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions. Psychological Methods, 17(3), 354–373.
   PubMed Web of Science ®Google Scholar
• Rideout, V., & Robb, M. B. (2019). The common sense census: Media use by tweens and teens, 2019. San Francisco, CA: Common Sense Media.
   Google Scholar
• Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36.
   Web of Science ®Google Scholar
• Sey, A., & Hafkin, N. (2019). Taking stock: Data and evidence on gender equality in digital access, skills and leadership. Macau: United Nations University Institute on Computing and Society/International Telecommunications Union.
   Google Scholar
• Slater, M. D. (2003). Alienation, aggression, and sensation seeking as predictors of adolescent use of violent film, computer, and website content. Journal of Communication, 53(1), 105–121.
   Web of Science ®Google Scholar
• Smahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., … Hasebrink, U. (2020). EU Kids Online 2020: Survey results from 19 countries. EU Kids Online.
   Google Scholar
• Song, I., Larose, R., Eastin, M. S., & Lin, C. A. (2004). Internet gratifications and Internet addiction: On the uses and abuses of new media. Cyberpsychology & Behavior, 7(4), 384–394.
   PubMedGoogle Scholar
• Tirado-Morueta, R., Mendoza-Zambrano, D. M., Aguaded-Gómez, J. I., & Marín-Gutiérrez, I. (2017). Empirical study of a sequence of access to Internet use in Ecuador. Telematics and Informatics, 34(4), 171–183.
   Web of Science ®Google Scholar
• Valcke, M., Bonte, S., De Wever, B., & Rots, I. (2010). Internet parenting styles and the impact on Internet use of primary school children. Computers & Education, 55(2), 454–464.
   Web of Science ®Google Scholar
• Van Deursen, A. J., & Helsper, E. J. (2018). Collateral benefits of internet use: Explaining the diverse outcomes of engaging with the Internet. New Media & Society, 20(7), 2333–2351.
   PubMed Web of Science ®Google Scholar
• van Deursen, A. J., & Mossberger, K. (2018). Anything for anyone? A new digital divide in internet‐of‐things skills. Policy & Internet, 10(2), 122–140.
   Web of Science ®Google Scholar
• van Deursen, A. J., & van Dijk, J. A. (2014). The digital divide shifts to differences in usage. New Media & Society, 16(3), 507–526.
   Web of Science ®Google Scholar
• WHO . (2016). In Growing up unequal: gender and socioeconomic differences in young people's health and well-being. Regional Office for Europe: Word Health Organization.
   Google Scholar
• Zillien, N., & Hargittai, E. (2009). Digital distinction: Status‐specific types of internet usage. Social Science Quarterly, 90(2), 274–291.
   Web of Science ®Google Scholar
• Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30–41.
   Web of Science ®Google Scholar
• Zlamal, R., Machackova, H., Smahel, D., Abramczuk, K., Ólafsson, K., & Staksrud, E. (2020). EU Kids Online 2020: Technical report. EU Kids Online. doi: 10.21953/lse.04dr94matpy7.
   Google Scholar