EXPLORING THE ASSOCIATION AMONG PARENTAL MEDIA LITERACY, MEDIATION STRATEGIES AND MIDDLE SCHOOLERS' SOCIAL MEDIA USE AND MENTAL WELL-BEING

This study examines the impact of parental media literacy and mediation strategies on middle schoolers’ social media use patterns and mental well-being. Using a cross-sectional survey design, data were collected from 174 parents, 21 from a local middle school and 153 from a national Prolific sample. Guided by the Technology Acceptance Model (TAM), the study examined associations among parents’ digital literacy, their adoption of mediation strategies (active, restrictive, co-viewing), and children's social media behavior and emotional health outcomes. Findings revealed that parents with higher media literacy were significantly more likely to use active mediation strategies and report greater confidence in regulating their children’s digital experiences. Media literacy was positively associated with children’s educational or creative engagement on platforms like TikTok and Instagram, and negatively associated with indicators of poor mental well-being. While active mediation showed benefits for children's emotional outcomes, excessive restrictive mediation was associated with slightly lower well-being scores. Thematic analysis of open-ended responses further illustrated the roles of cultural values, awareness gaps, and perceived tool complexity in shaping parenting practices. These findings underscore the need for improved parent-focused media literacy interventions and user-friendly mediation tools. The study contributes to understanding how digital parenting practices shape children’s well-being in the context of social media and offers actionable insights for educators, developers, and policymakers.