Balancing Parental Control

    Although becoming very protective about controlling children’s internet behavior may seem most logical, past research has shown that authoritarian parenting styles do not support the most idea environment for children to grow in. Parish and McCluskey’s 1992 study on parenting styles support that children raised in authoritarian households have a lower self-concept. Later research suggested that children from authoritarian homes have greater anxiety (Siqueland, Kendall, & Steinberg, 1996). Neuharth also suggests that a child’s autonomy is decreased when parental authority is increased (1998). Authoritarian parents demand more control and dependence from their children.  Neuharth believes that stronger control stifles social and psychological development of children. One carries more self-doubt and is easily intimidated by others. This contributes to weaker decision making skills, as the child is dependent for parental and external validation. The overall feeling of dependency and inferiority leads to a false sense of self, which is psychologically unhealthy (Neuharth, 1998). Although this research supports authoritarian styles of parenting, in reality one can apply this to the control over cyberspace. Too much authority over children’s activities online can lead to the inability of the child-user to make critical decisions about the internet and a low self-perception of computer skills.

    On the other extreme is the passive style of parents. To take a passive parenting approach to children online can also be detrimental. A passive family lacks a support system or affirmation for one another’s decisions (Scarf, 1995). Children from passive families have lower autonomy, as children are not encouraged to talk or think about solving problems (Scarf). Focusing on the internet, the lack of a parental resource and guide for children online can be just as ill-fated. With no affirmation for making wise choices online or support for arising problems, children do not have the problem-solving skills needed to use the internet and its resources to their benefit.

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This project was produced for Psy 380, Social Psychology of Cyberspace, Spring 1999,  at Miami University.  All graphics in these pages are used with permission or under fair use guidelines, are in the public domain,  or were created by the authors.  Last revised: .   This document has been accessed   times since 1 May 1999.  Comments & Questions to R. Sherman