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Background: Digital technology has a two-sided impact whether it is used appropriately or not. It is crucial to promote the benefits of digital technology and reduce its harms by bolstering adolescents' digital literacy. The appropriateness of the strategies parents use to manage their children's digital lives plays a key role. This study aims to investigate the separate effects of family socio-demographic factors and varied dimensions of parental mediation on adolescents' digital literacy separately and simultaneously to explore the appropriate parental mediation strategies even in the absence of favorable family status. Methods: A cross-sectional survey was utilized with a sample of 1894 Chinese adolescents in junior and senior high schools (mean age = 14.01, 48.94% female), using a set of exam questions to test children's objective digital literacy online. Family socio-demographic factors (parental marital status, economic status, and parental education levels) and varied dimensions of parental mediation were included as predictors of digital literacy. Hierarchical regression analysis was used to estimate the relation between the variables. Results: Higher parental education levels were positively associated with adolescents' parental mediation and digital literacy while better family economic status and parental divorce were negatively associated. Among the dimensions of parental mediation, active mediation, restrictive mediation and supervision were significantly associated with adolescents' digital literacy, but not for co-use. Active mediation and supervision showed significant positive associations with adolescents' digital literacy, whereas, co-use showed a significant negative association when all parental mediation dimensions were integrated into the model, The significant association between restrictive mediation and digital literacy disappeared. Parental mediation has diluted the impact of family socio-demographic factors on adolescents' digital literacy. Conclusions: Effective interventions are needed to promote parental active mediation and supervision to help adolescents develop digital literacy and navigate the digital world, especially for adolescents who do not have highly educated parents or whose parents are divorced. Highlights: This study explored the effects of parental mediation on the digital literacy of adolescents separately and simultaneously in China and highlighted the importance of promoting parental mediation when helping adolescents navigate the digital world, especially those who lack resources, confidence, experience or expertise related to digital media. This study set an online test to estimate adolescents' objective digital literacy. [ABSTRACT FROM AUTHOR]

Parent-child separation due to internal migration is prevalent in China. However, few studies have focused on the associations between different characteristics of parent-child separation and children's involvement in bullying. We conducted a cross-sectional study among 2,355 fifth-to eighth-grade students in China, using self-reported questionnaires to investigate the associations between children's bullying involvement (i.e., bullies, victims, bully-victims) and different characteristics of parent-child separation resulting from parental migration. Bivariate and multivariate analyses were conducted to explore these associations. Among all respondents, 17.3% reported being victims of bullying, 3.8% reported being bullies, and 2.7% reported being bully-victims. Compared to children with no left-behind experiences, those with current left-behind experiences were more likely to be victims and bully-victims. Children left behind by parent(s) at the age of three years or younger were more likely to be victims (aOR = 1.66, 95% CI [1.22, 2.25], p =.001), bullies (aOR = 1.88, 95% CI [1.02, 3.52]), and bully-victims (aOR = 2.17, 95% CI [1.04, 4.71]). Children left behind for seven years or longer were more likely to be victims (aOR = 1.49, 95% CI [1.12, 2.00], p =.007), bullies (aOR = 2.03, 95% CI [1.15, 3.69]), and bully-victims (aOR = 2.13, 95% CI [1.06, 4.50]). The identified characteristics of parent-child separation associated with bullying involvement hold implications for parental decisions regarding internal migration, interventions, and policymaking for preventing bullying among left-behind children. [ABSTRACT FROM AUTHOR]

Increasing evidence indicates that the addictive use of social media can have a detrimental effect on marital satisfaction, due mainly to the decrease in time and focus given to one's spouse. However, the impact of social media use among older couples remains under-investigated, and the research that does exist relies on individual-level data that do not allow the exploration of the dynamics between the dyadic partners. Therefore, the present study focused on older adults' use of short-video platforms, as these have been shown to be particularly addictive for older adults. A sample of 264 older couples was gathered (meanage = 68.02, SD = 8.68), and both spouses completed surveys reporting addictive use of short-video platforms, negative emotions, and marital satisfaction. Using an actor–partner interdependence model, we found an asymmetrical dyadic process in that the addictive use of short-video platforms by the wives was not only related to their own negative emotions, but also those of their spouse, as well as to decreased marital satisfaction. Meanwhile, addictive use by the husbands seemed to relate only to their own increased negative emotions, as well as to decreased marital satisfaction. Together, the findings from this study reveal dyadic dynamics with delineated pathways through which the addictive use of short-video platforms can damage older couples' interactive processes and marital satisfaction. [ABSTRACT FROM AUTHOR]