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O impacto da mediação parental nas competências digitais dos jovens: o caso das competências informacionais
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A presente dissertação pretende contribuir para um aprofundamento da análise e do conhecimento sobre as competências digitais dos jovens, nomeadamente as competências de informação e navegação, competências estas cruciais na sociedade da informação, e tão dependente da tecnologia, em que vivemos hoje em dia. A posse de literacias digitais, conceito relativo à capacidade de recolha da informação disponível na internet, sua análise crítica e, posterior, utilização apropriada, é fundamental para o domínio desta competência. Pretendemos ainda com este estudo, perceber em que medida as estratégias de supervisão e de gestão dos dispositivos digitais, que os pais utilizam, ou seja, a mediação parental, influenciam os níveis de competências digitais dos mesmos. Através de uma análise maioritariamente quantitativa, explorámos os dados do ySKILLS, projeto europeu dedicado ao estudo das competências digitais dos jovens, caracterizámos estes jovens através dos níveis das suas competências digitais, em todos os domínios, e realizámos uma análise de perfis dos mesmos tendo por base essas competências. Estudámos, ainda, os três tipos de mediação parental – restritiva, capacitante e monitorização – relacionando estas variáveis com os níveis de competências de forma a perceber o seu impacto nos mesmos. Com esta análise podemos avançar que a variável mediação parental surge como um mediador das competências digitais, não tendo, assim, um impacto direto nas mesmas, mas podemos afirmar que, enquanto a mediação capacitante mostra ter alguma influência positiva nas competências digitais, a mediação restritiva, apesar de muito reduzido, mostra ter um impacto mais negativo nas mesmas. Para além disto, realizámos uma análise de caráter qualitativo que nos permitiu comparar as competências auto-reportadas dos jovens, com as suas competências observadas em tarefas práticas, inovando no cruzamento destes resultados. Aqui ficámos a perceber que, na maioria dos casos, os jovens não têm uma noção real das suas competências, apresentando níveis muito díspares nas tarefas performativas, comparativamente com as respostas do questionário.
This dissertation aims to contribute to a deeper analysis and knowledge of the digital skills of young people, namely information and navigation skills, which are crucial in the information society, so dependent on technology, in which we live today. The possession of digital literacy, a concept related to the ability to gather information available on the Internet, analyze it critically, and then use it appropriately, is fundamental to the mastery of this skill. We also intend this study to understand to what extent the strategies used by parents to supervise and manage their digital devices – parental mediation – influence their digital skills levels. Through a mostly quantitative analysis, we explored the data from ySKILLS, a European project dedicated to the study of young people's digital skills, we characterized these young people through the levels of their digital skills, in all domains, and carried out a profile analysis based on these skills. We also studied the three types of parental mediation - restrictive, enabling and monitoring - relating these variables with the levels of skills in order to understand their impact on them. With this analysis, we can advance that the parental mediation variable appears as a mediator of digital skills, thus not having a direct impact on them, but we can state that, while the enabling mediation shows some positive influence on digital skills, the restrictive mediation, although very small, shows a more negative impact on them. In addition, we conducted a qualitative analysis that allowed us to compare the self-reported skills of the young people with their observed skills in performative tests, innovatively crossing these results. Here we realized that, in most cases, young people do not have a real notion of their skills, presenting very disparate levels in the performance tasks, compared to the answers in the survey.
This dissertation aims to contribute to a deeper analysis and knowledge of the digital skills of young people, namely information and navigation skills, which are crucial in the information society, so dependent on technology, in which we live today. The possession of digital literacy, a concept related to the ability to gather information available on the Internet, analyze it critically, and then use it appropriately, is fundamental to the mastery of this skill. We also intend this study to understand to what extent the strategies used by parents to supervise and manage their digital devices – parental mediation – influence their digital skills levels. Through a mostly quantitative analysis, we explored the data from ySKILLS, a European project dedicated to the study of young people's digital skills, we characterized these young people through the levels of their digital skills, in all domains, and carried out a profile analysis based on these skills. We also studied the three types of parental mediation - restrictive, enabling and monitoring - relating these variables with the levels of skills in order to understand their impact on them. With this analysis, we can advance that the parental mediation variable appears as a mediator of digital skills, thus not having a direct impact on them, but we can state that, while the enabling mediation shows some positive influence on digital skills, the restrictive mediation, although very small, shows a more negative impact on them. In addition, we conducted a qualitative analysis that allowed us to compare the self-reported skills of the young people with their observed skills in performative tests, innovatively crossing these results. Here we realized that, in most cases, young people do not have a real notion of their skills, presenting very disparate levels in the performance tasks, compared to the answers in the survey.
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Competências Digitais Competências de Informação e Navegação Jovens Mediação Parental Digital Skills Information and Navigation Skills Youth Parental Mediation