The Australian Centre for Student Equity and Success acknowledges Indigenous peoples across Australia as the Traditional Owners of the lands on which the nation’s campuses are situated. With a history spanning more than 60,000 years as the original educators, Indigenous peoples hold a unique place in our nation. We recognise the importance of their knowledge and culture, and reflect the principles of participation, equity, and cultural respect in our work. We pay our respects to Elders past, present, and future, and consider it an honour to learn from our Indigenous colleagues, partners, and friends.

Enter website
Back to Publications
You are reading: Tuning into the real effect of smartphone use on parenting: a multiverse analysis

Article for The Journal of Child Psychiatry and Psychology, co-authored by NCSEHE Adjunct Fellow Dr Lynette Vernon (Edith Cowan University).

Kathryn L. Modecki (Griffith University), Samantha Low‐Choy (Griffith University), Bep N. Uink (Murdoch University), Lynette Vernon (NCSEHE and Edith Cowan University), Helen Correia (Murdoch University) and Kylie Andrews (ABC)

 

Abstract

Background
Concerns have been raised regarding the potential negative impacts of parents’ smartphone use on the parent–child relationship. A scoping literature review indicated inconsistent effects, arguably attributable to different conceptualizations of parent phone use and conflation of phone use with technological interference.

Methods
Based on a sample of n = 3, 659 parents collected in partnership with a national public broadcaster, we conducted a multiverse analysis. We explored 84 different analytic choices to address whether associations were weak versus robust, and provide clearer direction for measurement, theory, and practice. Effects were assessed in relation to p values, effect sizes, and AIC; we further conducted a meta‐analytic sensitivity check.

Results
Direct associations between smartphone use and parenting were relatively weak and mixed. Instead, the relation between use and parenting depended on level of technological interference. This pattern was particularly robust for family displacement. At low levels of displacing time with family using technology, more smartphone use was associated with better (not worse) parenting.

Conclusions
Our results indicate fragility in findings of risks for parental smartphone use on parenting; there were few concerns in this regard. Rather, at low levels of technological interference, more phone use was associated with higher parenting quality. Scholars should avoid generalized narratives of family risk and seek to uncover real effects.

Continue reading the full article in The Journal of Child Psychiatry and Psychology.

Download the full report:
ACSES Quote icon
Child-Psychology-Psychiatry-2020-Modecki-Tuning-into-the-real-effect-of-smartphone-use-on-parenting-a-multiverse.pdf
342 KB
Journal articles
Download the full report
Tuning into the real effect of smartphone use on parenting: a multiverse analysis
K L. Modecki, S L Choy, B N Uink, L Vernon, H Correia, K Andrews, 2020
Featured publications
Equity Policy Options: Parity Targets, Final Report
ACSES​ , 2024
This report outlines policy options in relation to parity targets for four priority equity groups in Australian higher education – students from low SES backgrounds, First Nations Australian students, students with disability, and students from regional and remote Australia.
Aboriginal and/or Torres Strait Islander
Disability
Student’s reported satisfaction at University: the role of personal characteristics and secondary school background
Ian W. Li, Denise Jackson, Paul Koshy ​ , 2024
This study addressed this topic in the Australian context using data from the annual Student Experience Survey (2016–2020 waves) with linkage to administrative records for 24,292 students from seven higher education institutions.
Featured
Journal articles
Indigenous university pathways, WIL and the strengthening of aspirations: Robbie’s journey as a learner
Garth Stahl, Sarah McDonald, Jennifer Stokes​ , 2023
A case study documenting the transition of one Indigenous student, Robbie, from an underprivileged school located in the Western suburbs of Sydney to an urban Australian university.
Indigenous
Journal articles
The Critical Interventions Framework Part 3: Programs and approaches that enable equity in higher education
Anna Bennett, Ryan Naylor, Jo Hanley, Jo Lewis, Cheryl Burgess​ , 2024
The Critical Interventions Framework Part 3 (CIF 3) focuses on evaluative studies which provide details of the impacts of specific interventions on equity groups in relation to access to and success in higher education.
General
Indigenous
More publications
Equity Policy Options: Parity Targets, Final Report
This report outlines policy options in relation to parity targets for four priority equity groups in Australian higher education – students from low SES backgrounds, First Nations Australian students, students with disability, and students from regional and remote Australia.
Aboriginal and/or Torres Strait Islander
Disability
Indigenous
Low SES
Low socioeconomic status
Regional, rural and remote
Regional and remote
Student’s reported satisfaction at University: the role of personal characteristics and secondary school background
This study addressed this topic in the Australian context using data from the annual Student Experience Survey (2016–2020 waves) with linkage to administrative records for 24,292 students from seven higher education institutions.
Featured
Journal articles
Equity Practitioners
Indigenous university pathways, WIL and the strengthening of aspirations: Robbie’s journey as a learner
A case study documenting the transition of one Indigenous student, Robbie, from an underprivileged school located in the Western suburbs of Sydney to an urban Australian university.
Indigenous
Journal articles
The Critical Interventions Framework Part 3: Programs and approaches that enable equity in higher education
Anna Bennett​ , The University of Newcastle​
The Critical Interventions Framework Part 3 (CIF 3) focuses on evaluative studies which provide details of the impacts of specific interventions on equity groups in relation to access to and success in higher education.
General
Indigenous
Low SES
Regional, rural and remote
Research Reports
Feature article