Summary
From an increasingly early age, parents face the challenge of educating their sons and daughters to act in the world of offline and online relationships. If for professional educators it is not proving easy, the involvement and guidance of parents in their children's use of the internet seems to be a complex and unexplored challenge. This work aims to analyse the variables that influence digital education and determine a predictive model of positive parental involvement. This study was done with a representative sample consisting of five hundred and ninety-six families (596), representing the parents of children from schools with similar socio-cultural indexes. To do this, and using self-report instruments convertible into independent scales, four predictor variables were analysed: (1) par
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