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Parenting 2.0 Summary Report: Parents’ Use of Technology and the Internet

Report prepared by: Jessie Connell, M.A. March 2012

http://www.cehd.umn.edu/fsos/parent20

For questions, please contact: Jodi Dworkin, Ph.D. Associate Professor

Department of Family Social Science & University of Minnesota Extension University of Minnesota

612-624-3732 [email protected]

Parenting 2.0 Team:

Jodi Dworkin, Ph.D. Susan Walker, Ph.D. Jessie Connell, M.A. Jennifer Doty, M.S.

Department of Family Social Science

University of Minnesota

This research was supported by the Minnesota Agricultural Experiment Station.


mailto:[email protected]

Parenting 2.0 Report – March 2012 2

Table of Contents Page Executive Summary 3 The Parenting 2.0 Project 4 The Parenting 2.0 Sample 5 Parents’ Technological Device Use 6 Online Activities: General Use 7 Online Activities: For Parenting 10 Parents’ Social Networking Site Use 13 Comfort with Technology and Attitudes towards Technology 14 Barriers to Internet Use 15 Self-Efficacy: Searching for Parenting Information Online 16 Usefulness of Parenting Resources 17 Next Steps 18


Executive Summary

As of January 2012, 2,240 parents have completed the Parenting 2.0 survey. Parents reported using many technological devices (10.18 devices on average). The most frequent activities parents reporting doing online in general were sending or reading e-mail, reading about news or current events, and looking for general information. The least frequent activities were using Twitter, writing a blog, and creating or maintaining a website. The most frequent activities parents reported doing online specifically for parenting were sending or reading e-mail, reading about news or current events, and looking for general information. The least frequent online activities for parenting were creating or maintaining a website, using Twitter, and writing a blog. Of parents who used social networking sites, the majority used them to stay in touch with friends they rarely see and to look at friends’ photo albums.

Overall, parents reported being either comfortable or very comfortable using the Internet, using computers, and setting up an e-mail account. Fewer than half of parents reported being comfortable or very comfortable getting rid of a virus or fixing a problem by themselves. The majority of parents agreed or strongly agreed that technology makes their life easier and that they like having so much information available. However, almost one-third of parents reported that technology makes them feel overloaded, and just over one third reported that technology makes their life more complicated. Approximately one-third of parents reported that they were worried about spyware, spam, and viruses and almost 25% of parents reported that their busy schedule keeps them from using the Internet. Parents reported few concerns with cost or access to the Internet, though 5.5% of parents reported that the Internet is too expensive, and 3.3% reported that they have limited access or limited equipment. Parents generally reported that they were able to find the information they were looking for online, and the majority reported that they were usually successful at finding what they were looking for. Almost 75% of parents reported that the Internet has improved the way they get parenting information. However, 19.7% of parents reported that parenting websites are difficult to use, and 13.1% reported that they cannot find the sorts of parenting websites or information they are interested in. Analyses were conducted to compare different groups of parents on their Internet and other technology use based on their demographic information. The results of these analyses are detailed in the report.


The Parenting 2.0 project aims to gain a better understanding of the ways in which and the reasons why

parents use technology. Although research on parents’ use of technology for information gathering, social

support, and communication with family, friends, and others has increased in the last decade, few broad

studies examining a range of demographic groups, behaviors, and attitudes exist. The Parenting 2.0

project is unique in asking parents about how they use the Internet and other technology as parents. This

report focuses on the technological devices parents use, the online activities parents do in general, the

online activities parents do specifically for parenting, parents’ comfort with technology, parents’ attitudes

towards technology, barriers to information seeking online, parents’ efficacy using computers and the

Internet, and parents’ report of usefulness of various parenting resources.

Our Methods. After conducting a thorough literature review of what is currently known about parents’

online behavior, we created an online survey to learn more about how and why parents use the Internet

and other digital and social media. Parents were recruited to take a 15-minute online survey using e-mail

list servs that have a nationwide reach. These list servs included lists through but not exclusive to

Cooperative Extension including eXtension, state Department of Education efforts, USDA initiatives such

as CYFAR (Children, Youth and Families at Risk) projects, National Institute of Food and Agriculture

(NIFA) divisions and initiatives, as well as other statewide and national networks that reach families and

professionals with parenting resources. Potential participants were directed to a website to learn more

about the project and complete the online survey. Survey items addressed participants’ demographic

information, Internet access, frequency of doing various online activities, attitudes and comfort using the

Internet and computers, frequency of doing various online activities for parenting, and the functions that

online activities for parenting serve. Participants (N = 2,240) could choose to be entered into a drawing

for one of several Amazon.com gift cards after completing the survey.

This report summarizes descriptive and when appropriate, comparative analyses of the major research

questions. First, we describe the parents who have participated in the Parenting 2.0 project, followed by

the descriptive information and comparative analyses.

To learn more about the Parenting 2.0 project, visit our website at http://www.cehd.umn.edu/fsos/parent20, or contact Jodi Dworkin ([email protected]).


mailto:[email protected]


The Parenting 2.0 Sample As of January 2012, 2,240 parents have completed the Parenting 2.0 survey (see Table 1).

The majority of parents (90.4%) were biological parents, 3.1% were both biological and step parents, 1.9% were adoptive parents, with 4.2% of parents expecting a child. Over half of parents (51.8%) reported living in a suburban area, 28.3% reported living in a rural area, and 18.3% in an urban area. The majority of parents (83.8%) were married, 8.3% were divorced, 3.8% were single, and 3.2% were living with their partner. The majority (96.6%) reported English as the primary language spoken in their home. Over half of parents (55.4%) reported working full-time, 20.0% worked part-time, 14.0% did not work outside the home, 3.5% were unemployed and looking for work, and 2.0% were students. Almost half of parents (48.7%) reported that none of their children had ever been diagnosed with a disability or health condition (ADHD, asthma, anxiety, vision problems, etc.), 20.8% reported that they had a child who had been diagnosed with one disability or health condition, and 30.4% of parents reported that they had a child who had been diagnosed with more than one disability or health condition.

Table 1. Demographic Information

Age N % 20-29 219 9.7% 30-39 753 33.6% 40-49 645 28.8% 50-59 538 24.0% 60-69 50 2.2% Gender Male 253 11.3% Female 1971 88.0% Race/Ethnicity American Indian or Alaska

Native 12 0.8%

Asian 37 2.6% Black or African American 30 2.0% Native Hawaiian or Other Pacific

Islander

1

0.1% White or Caucasian 1276 89.3% Hispanic or Latin American 26 1.8% Mixed Race 16 1.1% Annual Income Less than $30,000 57 7.0% $30,000-under $50,000 287 12.8% $50,000-under $75,000 431 19.2% $75,000-under $100,000 427 19.1% $100,000 or more 698 31.2% Education High school graduate/GED 80 3.6% Business, technical, or vocational

school

110

4.9% Some college, no four-year

degree 359 16.0%

College graduate 809 36.1% Post-graduate training,

professional school, Master’s, PhD

877

39.2%


Parents’ Technological Device Use Parents were asked, “Do you use any of the following?” Response options included “Yes”, “No”, and “Don’t know” (see Table 2). On average, parents reported using a mean of 10.18 devices (SD = 2.28). Differences by Parent Age. Parent age was associated with the number of devices used, with older parents using fewer technological devices (r = -.20, p < .001) than younger parents. Differences by Parent Gender. On average, fathers reported using more devices than mothers, but the difference was small (mean difference = 0.37 devices, p < .05). Differences by Geographic Area. There were also small but significant differences in number of devices used by geographic area. Both suburban (mean = 10.30 devices) and urban parents (mean = 10.34 devices) use more technological devices than rural parents (mean = 9.89 devices, p < .001). Differences by Parent Income. Parents who earned less than $50,000 a year reported using fewer technological devices (mean = 9.67 devices) on average than parents who earned $50,000 a year or more (mean = 10.41 devices, p < .001). Differences by Parent Education. Parents who did not graduate from college reported using fewer technological devices (mean = 9.88 devices) on average than parents who did graduate from college (mean = 10.28 devices, p < .001). Differences by Parent Race. There were no significant differences regarding number of technological devices used by parents’ race.

Table 2. Technological Device Use Reported “Yes”

N % Internet 2205 98.4% Radio or Stereo 2167 96.7% TV 2151 96.0% DVD Player 2143 95.7% Digital Camera 2109 94.2% Desktop Computer 1907 85.1% Laptop Computer 1851 82.6% Video Camera 1365 60.9% iPod or other mp3 player 1354 60.4% Audio Conference/Skype 1068 47.7% Gaming Console 1059 47.3% Blackberry, Palm, iPhone, or other PDA 1031 46.0% Digital Video Recorder (DVR) 1027 45.8% Webcam 968 43.2% Web-Enabled TV 403 18.0%


Online Activities: General Use Parents were asked, “How often do you do each of the following activities?” Response options included “Never” (0), “Less than once a month” (1), “Monthly” (2), “Weekly” (3), “Once a day” (4), and “Several times a day” (5). See Table 3.

Table 3. Online Activities: General Once a Day or Several Times a

Day

Monthly or Weekly

Less than Once a Month

or Never

Mean (Standard Deviation)

Activity N % N % N % Send or read e-mail 2131 95.1% 69 3.1% 12 0.5% 4.83 (0.55) Read about news or current events 1623 72.5% 547 24.4% 66 2.9% 4.03 (1.05) Use online tools (calendar, banking, etc.) 1337 59.7% 746 33.3% 141 6.3% 3.70 (1.26) Look for general information 1176 52.5% 1004 44.8% 50 2.2% 3.68 (1.05) Use social networking sites (Facebook, MySpace, etc.) 1323 59.1% 411 18.3% 469 20.9% 3.38 (1.84) Send or receive text messages 1320 58.9% 315 14.1% 583 26.0% 3.32 (2.02) Read e-mailed newsletters 927 41.4% 1048 46.8% 241 10.8% 3.21 (1.31) Send or receive photos 468 20.9% 1450 64.7% 304 13.6% 2.76 (1.15) Shop online 185 8.3% 1472 65.7% 571 25.5% 2.24 (1.05) Read or comment on blogs 483 21.6% 692 30.9% 1038 46.3% 1.98 (1.69) Post on or read discussion boards or chat rooms 504 22.5% 558 24.9% 1148 51.3% 1.88 (1.80) Use instant messaging (AIM, Yahoo! Chat, etc.) 514 22.9% 476 21.3% 1219 54.4% 1.82 (1.88) Watch, create, or share video files online 246 11.0% 807 36.0% 1151 51.4% 1.63 (1.47) Listen to, create, or share audio files online 231 10.3% 687 30.7% 1283 57.3% 1.46 (1.50) Play games online 330 14.7% 402 17.9% 1482 66.2% 1.33 (1.63) Participate in online classes, workshops, or webinars 195 8.7% 543 24.2% 1436 64.1% 1.31 (1.37) Audio conference or Skype 87 3.9% 641 28.6% 1495 66.7% 1.10 (1.28) Use webcam or video conference 85 3.8% 494 22.1% 1621 72.4% 0.95 (1.22) Create or maintain a website 168 7.5% 309 13.8% 1717 76.7% 0.82 (1.40) Create, maintain, or write blogs 155 6.9% 305 13.6% 1743 77.8% 0.77 (1.36) Create, maintain, or follow microblogs (Twitter) 193 8.6% 171 7.6% 1840 82.1% 0.69 (1.42)

Differences by Parent Age. Younger parents reported doing online activities involving social media more frequently than older parents. Specifically, younger parents were more likely to share photos (r = -0.21, p < .001), audio files (r = -0.14, p < .001), and video files (r = -0.20, p < .001) than older parents, as well as use social networking sites like Facebook (r = -0.30, p <.001) and use blogs (r = -0.24, p < .001). However, older parents were more likely to read about news and current events online (r = 0.09, p <.001). Differences by Parent Gender. On average, fathers reported reading news online, using online tools, using Skype, and using instant messaging more frequently than mothers, but mothers were more likely to use social networking sites (p < .05).


Table 4. Differences in Frequency of Online Activities by Geographic Area

Online Activity Significant differences Send or read e-mail Suburban > Rural Read about news or current events None Use online tools (calendar, banking, etc.) Urban, Suburban > Rural Look for general information Suburban > Rural Send or receive text messages None Read e-mailed newsletters None Use social networking sites (Facebook, MySpace, etc.) None Send or receive photos None Shop online Suburban > Rural Post on or read discussion boards or chat rooms None Read or comment on blogs Urban > Suburban, Rural; Suburban > Rural Use instant messaging (AIM, Yahoo! Chat, etc.) None Watch, create, or share video files online Urban > Suburban, Rural; Suburban > Rural Listen to, create, or share audio files online Urban, Suburban > Rural Audio conference or Skype Urban, Suburban > Rural; Suburban > Rural Play games online None Participate in online classes, workshops, or webinars Rural > Urban, Suburban; Urban > Suburban Use webcam or video conference Urban > Rural Create, maintain, or write blogs Urban > Suburban, Rural; Suburban > Rural Create, maintain, or follow microblogs (Twitter) Urban > Suburban, Rural Create or maintain a website Urban > Suburban

Differences by Geographic Area. Parents who reported living in rural areas participated in online classes and workshops significantly more frequently than parents who lived in suburban areas (p < .001). Parents who reported living in urban areas read and comment on and write blogs significantly more frequently than both suburban and rural parents (p < .001). Urban parents also reported using Twitter and sharing audio and video files significantly more frequently than both suburban and rural parents (p < .01). See Table 4. Differences by Parent Income. Parents who reported earning less than $50,000 a year reported playing games online (p < .01), writing on discussion boards (p < .05), writing blogs (p < .01), using social networking sites (p < .05), and participating in online classes and workshops (p < .05) significantly more frequently than parents who reported earning more than $50,000 a year. Parents who earned more than $50,000 reported reading news online (p < .01), using online tools (p < .01), shopping online (p < .001), using Skype (p < .01), and e-mailing (p < .001) significantly more frequently than parents who reported earning less than $50,000 a year. Differences by Parent Education Level. Parents who did not graduate from college reported playing games online (p < .001) and using instant messaging (p < .01) significantly more frequently than parents who did graduate from college. Parents who did graduate from college reported reading news online (p < .05), using online tools (p < .001), looking for general information (p < .001), shopping online (p < .001), using Skype (p < .001), using webcam (p < .001), e-mailing (p < .05), and creating or maintaining a website (p < .001) significantly more frequently than parents who did not graduate from college. Differences by Parent Race. Non-White parents reported using Skype (p < .05), using a webcam (p < .01), using instant messaging (p < .01), sending or receiving photos (p < .01), listening to or sharing audio and video files (p < .01), writing blogs (p < .01), and participating in online classes or workshops


(p < .001) significantly more frequently than White parents. White parents reported e-mailing (p < .05) significantly more frequently than non-White parents.


Online Activities: For Parenting If parents reported performing an online activity in general, they received a follow-up question, “How often do you do [the online activity] for parenting?” Parenting was defined as, “All things you do to take care of your children and support their growth and development. Think about all of the things that help you in your role as a parent. For example, you may use the Internet to shop for something for your child, or follow a blog about parenting.” Response options included “Never” (0), “Less than once a month” (1), “Monthly” (2), “Weekly” (3), “Once a day” (4), and “Several times a day” (5). See Table 5.

Table 5. Online Activities: For Parenting Once a Day or Several Times a

Day

Monthly or Weekly

Less than Once a Month

or Never

Mean (Standard Deviation)

Activity N % N % N % Send or read e-mail 1348 60.2% 680 30.4% 148 6.6% 3.76 (1.31) Read about news or current events 735 32.8% 1158 51.7% 319 14.2% 2.96 (1.27) Use online tools (calendar, banking, etc.) 771 34.4% 1041 46.5% 383 17.1% 2.89 (1.45) Look for general information 540 24.1% 1404 62.7% 259 11.6% 2.86 (1.14) Send or receive text messages 941 42.0% 408 18.2% 844 37.7% 2.60 (2.10) Read e-mailed newsletters 463 20.7% 1212 54.1% 461 20.6% 2.52 (1.37) Use social networking sites (Facebook, MySpace, etc.) 721 32.2% 545 24.3% 890 39.7% 2.28 (1.93) Send or receive photos 268 12.0% 1227 54.8% 580 25.9% 2.26 (1.28) Shop online 105 4.7% 1211 54.1% 885 39.5% 1.81 (1.08) Post on or read discussion boards or chat rooms 271 12.1% 419 18.7% 1495 66.7% 1.18 (1.60) Read or comment on blogs 222 9.9% 469 20.9% 1498 66.9% 1.13 (1.51) Use instant messaging (AIM, Yahoo! Chat, etc.) 276 12.3% 268 12.0% 1643 73.3% 1.01 (1.63) Watch, create, or share video files online 102 4.6% 543 24.2% 1531 68.3% 0.99 (1.30) Listen to, create, or share audio files online 81 3.6% 374 16.7% 1721 76.8% 0.75 (1.21) Audio conference or Skype 59 2.6% 426 19.0% 1719 76.7% 0.74 (1.19) Play games online 97 4.3% 265 11.8% 1834 81.9% 0.62 (1.21) Participate in online classes, workshops, or webinars 77 3.4% 219 9.8% 1838 82.1% 0.57 (1.07) Use webcam or video conference 51 2.3% 304 13.6% 1823 81.4% 0.56 (1.09) Create, maintain, or write blogs 91 4.1% 190 8.5% 1912 85.4% 0.46 (1.11) Create, maintain, or follow microblogs (Twitter) 72 3.2% 111 5.0% 2007 89.6% 0.32 (0.97) Create or maintain a website 50 2.2% 117 5.2% 2008 89.6% 0.29 (0.87)

Differences by Parent Age. Younger parents reported doing online activities for parenting related to information seeking more frequently than older parents. Specifically, younger parents were more likely to read or comment on blogs (r = -0.28, p < .001), post on discussion boards or chat rooms (r = -0.24, p < .001), and search for general information (r = -0.17, p < .001) for parenting than older parents. Additionally, younger parents were more likely to play games online (r = -0.15, p < .001) and shop online (r = -.12, p <.001) for parenting than older parents. Differences by Parent Gender. On average, mothers reported looking for general information, reading e-mailed newsletters, reading or commenting on blogs, and using social networking sites for parenting more frequently than fathers. Fathers reported using Skype and instant messaging for parenting more frequently than mothers (p < .05).


Table 6. Differences in Frequency of Online Activities for Parenting by Geographic Area

Online Activity: Parenting Significant Differences Send or read e-mail None Read about news or current events None Use online tools (calendar, banking, etc.) None Look for general information None Send or receive text messages None Read e-mailed newsletters None Use social networking sites (Facebook, MySpace, etc.) None Send or receive photos None Shop online None Post on or read discussion boards or chat rooms Urban > Suburban, Rural; Suburban > Rural Read or comment on blogs None Use instant messaging (AIM, Yahoo! Chat, etc.) None Watch, create, or share video files online Urban > Suburban, Rural Listen to, create, or share audio files online None Audio conference or Skype Urban, Suburban > Rural Play games online Rural > Urban, Suburban Participate in online classes, workshops, or webinars Rural > Suburban Use webcam or video conference Urban > Rural Create, maintain, or write blogs Urban > Rural, Suburban Create, maintain, or follow microblogs (Twitter) None Create or maintain a website Urban > Suburban

Differences by Geographic Area. Parents who reported living in urban areas reported posting on or reading discussion boards or chat rooms for parenting significantly more frequently than parents who reported living in suburban or rural areas (p < .001). Parents who reported living in rural areas reported participating in online classes, workshops, and webinars for parenting more frequently than parents who reported living in a suburban area (p < .01). Parents who reported living in an urban or suburban area reported using Skype or audio conferencing for parenting significantly more frequently than rural parents (p < .01). See Table 6. Differences by Parent Income. Parents who were earning less than $50,000 a year reported looking for general information for parenting (p < .05), playing games online for parenting (p < .001), posting on or reading discussion boards or chat rooms for parenting (p < .01), listening to, watching, or sharing audio and video files for parenting (p < .05), reading and commenting on blogs for parenting (p < .05), maintaining or writing blogs for parenting (p < .01), using social networking sites for parenting (p < .001), and participating in online classes or workshops for parenting (p < .001) significantly more frequently than parents who reported earning more than $50,000 a year. Parents who reported earning more than $50,000 a year reported shopping online for parenting (p < .01), and using e-mail for parenting (p < .05) significantly more frequently than parents who reported earning less than $50,000 a year. Differences by Parent Education. Parents who did not graduate from college reported reading news online for parenting (p < .05), playing games online for parenting (p < .05), using instant messaging for parenting (p < .05), and using social networking sites for parenting (p < .01) significantly more frequently than parents who graduated from college. Parents who graduated from college reported shopping online for parenting (p < .001) and using Skype or audio conferencing for parenting (p < .001) significantly more frequently than parents who did not graduate from college.


Differences by Parent Race. Non-White parents reported reading news online for parenting (p < .05), looking for information online for parenting (p < .05), using Skype or audio conferencing for parenting (p < .01), using a webcam for parenting (p < .001), using instant messaging for parenting (p < .01), posting on or reading discussion boards or chat rooms for parenting (p < .01), reading e-mailed newsletters for parenting (p < .01), sending or receiving photos for parenting (p < .05), listening to, watching, or sharing audio or video files for parenting (p < .01), creating or maintaining websites or blogs for parenting (p < .05), and participating in online classes or workshops for parenting significantly more frequently than White parents.


Parents’ Social Networking Site Use If parents reported using social networking sites in general (n = 1,880), they received a follow-up

question, “Which, if any, of the following activities do you do on social networking sites like Facebook and

Myspace? Check all that apply.” Response options included “Yes” and “No”.

Of parents who used social networking sites, the majority used them to stay in touch with friends they

rarely see in person, to look at their friends’ photo albums, and post photos of themselves or their family.

Very few parents reported using social networking sites to post music or videos that they created or meet

people to date.

Table 7. Parents’ Social Networking Site Use (n = 1,880) Reported “Yes”

N % Stay in touch with friends you rarely see in person 1676 89.1% Look at your friends’ photo albums 1619 86.1% Post photos of yourself or your family 1300 69.1% Send private messages or e-mails to a person within a site 1182 62.9% Stay in touch with friends you see a lot 1026 54.6% Post status updates 986 52.4% Make plans with your friends 940 50.0% Send instant messages (IMs) to a person within a site 676 36.0% Stay connected to child(ren) (e.g. monitor their activities or stay in touch)

623 33.1%

Send a bulletin or group message to a group of your friends on the network

569 30.3%

Join interest groups 558 29.7% Use a link to share a video created by someone else 460 24.5% Post videos that you created 375 19.9% Stay in touch with friends you’ve only met online 266 14.1% Look at strangers’ photo albums 224 11.9% Meet new friends 192 10.2% Post artistic photography or art that you created 179 9.5% Meet people to date 21 1.1% Post music you created 19 1.0% Post music that you mixed up for others’ music 10 0.5% Post videos that you mixed from others’ videos 10 0.5%


Comfort with Technology Parents were asked, “How comfortable are you with…” and responded to 8 items (see Table 7). Response options included “Very uncomfortable”, “Uncomfortable”, “Neither comfortable or uncomfortable”, “Comfortable”, “Very comfortable”, and “I never do this.”

Table 7. Comfort using Computers and the Internet

I never do this Very comfortable or comfortable

Very uncomfortable or

Uncomfortable N % N % N %

Using the Internet 0 0% 2207 98.5% 6 0.3% Using computers 0 0% 2181 97.4% 12 0.5% Setting up email account 35 1.6% 2060 92.0% 48 2.1% Sending an IM 220 9.8% 1676 74.8% 90 4.0% Downloading an mp3 293 13.1% 1354 60.4% 247 11.0% Setting up filter for junk mail 202 9.0% 1335 59.6% 316 14.1% Getting rid of virus 269 12.0% 853 38.1% 747 33.3% Fixing problem by myself 159 7.1% 912 40.7% 757 33.8%

Overall, parents reported being either comfortable or very comfortable using the Internet, using computers, and setting up an e-mail account. Fewer than half of parents reported being comfortable or very comfortable getting rid of a virus or fixing a problem by themselves.

Attitudes towards Technology Parents were asked to respond to six questions, “Thinking about all the technologies you use, overall would you say these devices…:” Response options included “Strongly disagree”, “Disagree”, “Neither agree nor disagree”, “Agree”, or “Strongly agree” (see Table 8).

Table 8. Attitudes towards Technology

Agree or strongly agree

Neither agree nor disagree

Strongly disagree or disagree

N % N % N % Make my life easier 2010 89.7% 150 6.7% 68 3.0% I like having so much information available

1910 85.3% 233 10.4% 72 3.2%

Give me more control over my life 1475 65.8% 608 27.1% 131 5.8% Make my life more complicated 772 34.5% 488 21.8% 957 42.7% Make me feel overloaded 690 30.8% 618 27.6% 915 40.8% Give me less control over my life 214 9.6% 726 32.4% 1273 56.8%

The majority of parents agreed or strongly agreed that technology makes their life easier (89.7%) and they like having so much information available (85.3%). However, almost one-third of parents (30.8%) reported that technology makes them feel overloaded, and just over one third (34.5%) reported that technology makes their life more complicated.


Barriers to Internet Use Parents were asked, “Which, if any, of these things make it difficult for you to use or concern you about the Internet?” Response options included “Yes” and “No”. See Table 9. Differences in Cost by Income. A greater proportion of parents who earned $50,000 a year or less (11.94%) reported the cost of the Internet was a concern than parents who earned $50,000 a year or more (3.86%; 2 = 42.32, p < .001). Differences in Cost by Geographic Area. A greater proportion of parents living in a rural area (8.35%) reported the cost of the Internet was a concern compared to parents living in an urban area (6.11%) and parents living in a suburban area (3.79%; 2 = 16.63, p < .001). Differences in Access by Income. A greater proportion of parents earning $50,000 a year or less (7.83%) reported limited access or limited equipment as being a concern than parents earning $50,000 a year or more (2.19%; 2 = 33.67, p < .001). Differences in Access by Geographic Area. A greater proportion of parents who reported living in a rural area (5.67%) reported limited access or limited equipment being a concern compared to parents who reported living in an urban area (4.16%) and parents living in a suburban area (1.64%; 2 = 22.40, p < .001).

Table 9. Barriers/Concerns about Internet Use Reported “Yes”

N % I am worried about computer viruses 759 33.5% I am worried about spyware and spam 666 29.4% I’m too busy 518 22.8% It’s too slow or doesn’t load properly 178 7.9% It’s too expensive 125 5.5% I have limited access or limited equipment 75 3.3% I have health problems or conditions (poor vision, pain in hands, etc.)

37 1.6%


Self-Efficacy: Searching for Parenting Information Online Parents were asked, “How much do you agree or disagree with the following statements?” Response options included “Strongly Disagree”, “Disagree”, “Neither Agree nor Disagree”, “Agree”, or “Strongly Agree”. See Table 10.

Table 10. Self-Efficacy: Searching for Parenting Information Online

Agree or strongly agree

Neither agree nor disagree

Strongly disagree or disagree

N % N % N % When using the Internet, I quickly find the information that I am looking for

1998 88.1% 160 7.1% 71 3.1%

I’m usually successful at finding what I am looking for when searching the Internet

2107 92.9% 67 3.0% 55 2.4%

I get up-to-date information from the Internet 1929 85.1% 232 10.2% 55 2.4% I can’t find the sorts of parenting websites or parenting information I’m interested in

298 13.1% 633 27.9% 1272 56.1%

It takes too much time to get parenting information 138 6.1% 539 23.8% 1533 67.6% The software I use isn’t good enough to find parenting information

58 2.6% 420 18.5% 1735 76.5%

My connection or computer is too slow to find parenting information

100 4.4% 221 9.7% 1894 83.5%

The Internet has improved the way I get information about parenting

1690 74.5% 397 17.5% 130 5.7%

The parenting information I find is difficult to understand 75 3.3% 378 16.7% 1754 77.4% I find some parenting websites difficult to use 446 19.7% 755 33.3% 1006 44.4% The parenting information I find is poor or questionable 170 7.5% 893 39.4% 1130 49.8% The parenting resources I find are too expensive 142 6.3% 834 36.8% 1217 53.7%

A scale was created by summing 10 of the 12 Self-Efficacy items (the first two items, “When using the Internet, I quickly find the information that I am looking for” and “I’m usually successful at finding what I am looking for when searching the Internet” were excluded because they referred to general use, rather than specific use for parenting). Differences by Parent Age. Older parents reported less self-efficacy related to searching for parenting information online (r = -.12, p < .001). Differences by Parent Gender. On average, mothers reported more self-efficacy related to searching for parenting information online than fathers (p < .001). Differences by Geographic Area. Parents who reported living in a rural area reported less self-efficacy related to searching for parenting information online that parents who reported living in a suburban area (p < .05). Differences by Parent Income, Parent Education, and Parent Race. There were no significant differences in self-efficacy related to searching for parenting information online by parent income, parent education, or parent race.


Usefulness of Parenting Resources Parents were asked, “How useful are the following sources of parenting information for you?” Response options included “Not at all useful”, “Not very useful”, “Not sure”, “Somewhat useful”, and “Very useful”. An “Internet” item was included to reveal perceived usefulness of the Internet compared to other sources (see Figure 1). Figure 1. Usefulness of Parenting Resources

The majority of parents reported that friends (86.8%), the Internet (85.8%), and their doctor or pediatrician (82.3%) were “somewhat useful” or “very useful” sources of parenting information. About one-third of parents reported that TV (35.6%) and neighbors (29.2%) were “not at all useful” or “not very useful”.

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Next Steps The Parenting 2.0 project is continuing to collect survey data, and particularly aiming to invite parents from under-represented groups, such as lower income parents, parents who are non-White, and fathers to participate in the project. The Parenting 2.0 project has also conducted qualitative interviews with parents about their Internet and technology use and how they use the Internet and technology as a parent. At this time, 15 interviews have been collected with mothers. Below are a few examples of the ways parents are using the Internet and other technology as parents. Mother of a newborn:

“…I can remember when I was breastfeeding probably being online the most, just being really, really hungry for information. Because it was such an isolating time, and I remember being really appreciative of the Internet at that time, because I remember that everyone in the world was telling me that I need to breast feed and that it was going to be the best experience of my life, but it was turning out to be the worst experiences in my life… I remember thinking that the Internet was such a God-send, because I could go online and I could find out that I was not the only one in the world who was having horrible experiences with it, and then I could go online and find information and lots of books and literature to read about it.”

Mother of a preschooler:

“He was home from preschool. He was sick. And I had a ton of work to do. So I gave him my iPhone. I just thought, you know, he would probably look at it and get bored with it and then he would whatever. He was on it so long, for about two hours. He had found everything. He had downloaded all these games. He had downloaded all these games on free apps. He had gone on YouTube and looked up all these movies on superheroes… “

Mother of a school-aged child:

“I guess quick access to information when you don’t know…it can help you. And when you are

going on forums, or blogs or reading somebody’s post about something that they have been

through, it can be a quick way to problem solve, if you have a child that is not eating broccoli, I’m

sure you can go online right now and there is a blog or a forum where someone is talking about

how to get your child to eat broccoli. And so if you are getting to the end of your line where I have

exhausted all of my own options, what’s next. You can use the online resources because it helps

you figure those things out.”

Parenting an adolescent:

“But now it’s organizing. It’s the soccer carpool for example. And we have, we have all the soccer

and sports teams, there’s internet sites for those. They use [a site] like We-play. It’s surprising.

It’s like social networking for sports teams. Organizing. So everyone signs up and the manager of

the team posts when the games are and you organize the carpool online and then you can send out

emails about, or posts or whatever.


The research team is also working on examining parents’ use of the Internet and technology to communicate with their family, and the functions that online activities serve for parents. To learn more, visit us online at: http://www.cehd.umn.edu/fsos/parent20


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