This study aimed to investigate the media mediation roles of parents in relation to parental variables (gender, age, education status and number of children) and child-related variables (gender and birth order). The sample consisted of 596 parents of preschool children. The study employed a quantitative research method using survey model. The data were obtained through the application of the 'Early Childhood Media Mediation Scale' and 'Demographic Information Form'. The data analysis involved independent samples t-test and one-way analysis of variance (ANOVA). The findings revealed a significant difference in media mediation roles across all variables. Young, highly educated mothers often adopt a restrictive-supportive role, whereas firstborn children, families that have fewer-children, and highly educated mothers exhibit an active-supportive role. Low-educated and multi-child mothers are more likely to exhibit a restrictive-limitative role, whereas mothers with fewer children are more likely to adopt an active-interpretive role. With regard to boys, the active-limitative role has prevaled. The findings have been discussed in light of the current literature.
Vural-Şenel et al. (Thu,) studied this question.