Parental Attitudes

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University of Tennessee, Knoxville

Trace: Tennessee Research and Creative


Exchange
Masters Theses Graduate School
8-2010
An examination of parental attitudes toward
children's advergaming: A parental socialization
perspective.
Nathan Joseph Evans
University of Tennessee - Knoxville, nevans4@utk.edu
This Thesis is brought to you for free and open access by the Graduate School at Trace: Tennessee Research and Creative Exchange. It has been
accepted for inclusion in Masters Theses by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information,
please contact trace@utk.edu.
Recommended Citation
Evans, Nathan Joseph, "An examination of parental attitudes toward children's advergaming: A parental socialization perspective.. "
Master's Thesis, University of Tennessee, 2010.
http://trace.tennessee.edu/utk_gradthes/705
To the Graduate Council:
I am submitting herewith a thesis written by Nathan Joseph Evans entitled "An examination of parental
attitudes toward children's advergaming: A parental socialization perspective.." I have examined the final
electronic copy of this thesis for form and content and recommend that it be accepted in partial
fulfillment of the requirements for the degree of Master of Science, with a major in Communication and
Information.
Mariea G. Hoy, Major Professor
We have read this thesis and recommend its acceptance:
Ronald Taylor, John Eric Haley
Accepted for the Council:
Carolyn R. Hodges
Vice Provost and Dean of the Graduate School
(Original signatures are on file with official student records.)


To the uiauuate Council:

I am submitting heiewith a thesis wiitten by Nathanial }oseph Evans entitleu "An
Examination of Paiental Attituues Towaiu Chiluien's Auveigaming: A Paiental
Socialization Peispective." I have examineu the final electionic copy of this thesis foi foim
anu content anu iecommenu that it be accepteu in paitial fulfillment of the iequiiements
foi the uegiee of Nastei of Science with a majoi in Communications anu Infoimation.

Naiiea uiubbs Boy
Najoi Piofessoi



We have ieau this thesis anu
iecommenu its acceptance:



Ronalu Tayloi


}ohn Eiic Baley









Accepteu foi the Council

Caiolyn R. Bouges
vice Piovost anu Bean of the uiauuate School



(0iiginal signatuies aie on file in official stuuent iecoius)





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A Thesis Piesenteu foi the
Nasteis of Science
Begiee

The 0niveisity of Tennessee









Nathaniel }oseph Evans
August 2u1u









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Ior my motber, my fotber, onJ my entire fomily.

Youi suppoit has nevei gone unnoticeu.




















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I woulu like to thank the auveitising anu public ielations uepaitment foi showing
youi suppoit thiough this whole piocess. Special thanks to Bi. Boy, Bi. Tayloi, anu Bi.
Baley. Youi suppoit anu belief tiuly helpeu me accomplish this thesis ovei the summei. Bi.
Les Cailson at the 0niveisity of Lincoln Nebiaska was an integial pait of this whole
piocess. Youi feeuback anu expeitise guiueu me thiough some of the haiuei paits. Thank
you all.
















iv
"H;3I"53
Eveiy passing yeai is witness to incieases in Inteinet use among youngei populations. The
amount of time spent online among chiluien ages two to 11 is incieasing at a fastei iate
than that of the entiie online population. The iise in Inteinet use among chiluien has
iesulteu in maiketing anu auveitising effoits aimeu at incieasing bianu awaieness,
involvement anu immeision. The use of bianueu enteitainment anu auveigames is a
populai piactice when attempting to inciease bianu awaieness anu loyalty among
chiluien. Auveigames offei a combination of enteitainment anu auveitising that aie
uesigneu to appeal to youngei populations that have uifficulty uistinguishing peisuasive
messages fiom enteitainment content. Past ieseaich on paiental attituues towaius
chiluien's television auveitising inuicates paienting style influences subsequent attituues
towaius auveitisements. The puipose of this stuuy, utilizing paiental socialization theoiy,
examines paienting style anu how it affects attituues towaius chiluien's auveigaming. This
stuuy analyzes iesults fiom a nationwiue online suivey (N=214) anu examines uiffeiences
between authoiitaiian, authoiitative, neglecting, anu inuulgent paients in theii attituues
towaius chiluien's auveigaming. Finuings inuicate that uiffeiences in attituues towaius
auveigaming uo exist among the foui paienting styles in the hypothesizeu uiiection yet
these uiffeiences weie not significant. Futuie ieseaich shoulu look beyonu paienting style
as an exponent foi attituues towaiu chiluien's auveigames.





v
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Intiouuction__ p. 1

Backgiounu__ p. S
Chiluien 0nline__ p. S
Naiketeis' Responses to Chiluien 0nline__ p. 4
Auveigaming__p. S
Content Analysis of Auveigaming__ p. S
Chiluien's ieactions to Auveigames__ p. 7

Liteiatuie Review__ p. 8
Chilu Bevelopment__ p. 8
Paiental Concein of Auveitising__ p. 9
Consumei Socialization__ p. 1u
Paiental Socialization__ p. 1u
Paienting Styles__ p. 11
Paient's Attituues Towaiu Chiluien's Aus__ p. 1S

Nethou__ p. 1S
Paiental 0nueistanuing of Auveigaming__ p. 1S
Phase I: Qualitative Inteiviews__ p. 1S
Phase II: Quantitative Examination of Auveigaming Befinition__ p. 17
Inuepenuent vaiiable: Paienting Styles__p. 18
Bepenuent vaiiable: Paiental Attituues Towaiu Auveigaming__ p. 22
Results__ p. 24
AN0vA Results__ p. 2S

Biscussion anu Limitations__ p. 27

Refeiences__ p. SS
Appenuices__ p. 4u
vita__ p. Su





1
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Since 2uu4, the numbei of chiluien between the ages of 2 anu 11 online has
incieaseu 18 peicent, as compaieu to 1u% of the total active univeise that is online
(Nielsen, 2uu9). In 2uu9 chiluien ageu 2-11 compiiseu neaily 16 million, oi 9.S% of the
active online univeise (0.S. Census Buieau, 2uu9). The time spent online among chiluien
ages 2-11 has incieaseu 6S% in the past five yeais, fiom seven houis in Nay 2uu4 to moie
than 11 houis online in Nay 2uu9. This time spent online outpaceu the inciease in online
usage among the total population which incieaseu only S6% (Nielsen, 2uu9). Chiluien ages
S-14 paiticipate in a wiue vaiiety of activities online. Baseu off a nationally iepiesentative
sample of moie than 8uu,uuu chiluien ageu S-9, a National Centei foi Euucation Statistics
suivey founu that SS.S% of these chiluien e-mail oi instant message anu moie than 64% of
them play online games (NCES, 2uuS).
The Inteinet pioviues oppoitunities foi auveitiseis to uevelop bianu awaieness,
involvement anu immeision (uoetzl, 2uu6). Cuiient spenuing foi chiluien's online
auveitising appeais to be giowing in the bianueu enteitainment aiena (0'uuinn, Allen, &
Semenick, 2uu6). Big meuia playeis such as Young & Rubicam anu Staicom Neuia launcheu
viueogame uivisions to seive maiketing uesiies to uevelop new foims of online meuia that
will ieach potential young consumeis in unique anu compelling ways (Nooie, 2uu6). Foi
example, Sheilus (2uuS) founu it to be a populai piactice foi big coipoiations such as
Nickeloueon, Fiito-Lay, Bisney, Post anu Kiaft, to employ inteiactive meuia online foi the
puiposes of piomoting bianu awaieness to chiluien. These immeisive anu inteiactive
games aie commonly iefeiieu to as auveigames. Auveigames aie online games in which a

2
company's piouuct oi bianu chaiacteis aie featuieu. A fiim cieates them foi the explicit
puipose of piomoting one oi moie of its bianus to both chiluien anu auults (Nooie, 2uu6).
Past ieseaich inuicates that paients aie conceineu with the effects auveitising can
have on theii chiluien. 0ne of the biggest objections to maiketeis' auveitising to chiluien
stems fiom the belief that auveitisements unueimine paients' authoiity to shape a chilu's
values anu behaviois (uiossbait & Ciosby, 1984). In othei woius, auveitising can socialize
chiluien on how to be consumeis in touay's maiketplace. Accoiuingly, paients iathei than
auveitiseis wish to be one of the main socializing agents foi teaching theii chilu how to be
consumeis. Waiu (1974) uefines consumei socialization as "the piocess by which young
people acquiie skills, knowleuge anu attituues ielevant to theii functioning as consumeis
in the maiketplace" (p. 2). The uegiee to which this piocess is a iesult of age, a chilu's
family enviionment, exposuie to auveitising, peei exposuie, oi school enviionment is up
foi uebate.
Consumei socialization ieseaich has been tieu to theoiies of family communication
such as the typology of family communication patteins (e.g., Nooie & Noschis, 1981) anu
the typology of paiental socialization types (e.g. Baumiinu, 198u). Nuch like consumei
socialization, paiental socialization is an auult-initiateu piocess in which chiluien aie
guiueu to uevelop habits anu values that aie paiallel with theii cultuie. Accoiuing to this
theoiy, paients uiffei in how they ieai theii chilu anu these uiffeiences aie ieflecteu
thiough a typology of foui paiental socialization styles: authoiitaiian, authoiitative,
neglecting, anu inuulgent (Baumiinu, 1991). Pievious ieseaich has establisheu a link
between the type of paienting style one utilizes anu his oi hei attituue of vaiying foims of

S
chiluien's auveitising (Walsh, Laczniak, & Cailson, 1998; Cailson, Laczniack, & Nuehling,
1994; Bakii & vitell, 2u1u; Ciosby & uiossbait, 1984; Laczniak, Nuehling, & Cailson, 199S;
Tannei, Cailson, Raymonu, & Bopkins, 2uu8). To uate, no ieseaich has attempteu to
unueistanu paiental peiceptions anu attituues of Inteinet auveitising uiiecteu at chiluien.
The puipose of this stuuy seeks to fill the new meuia gap by examining paiental
attituues of auveigaming uiiecteu at chiluien. The cuiient stuuy utilizes paiental
socialization theoiy (Baumiinu, 1971) anu seeks to ueteimine the ielationship between
paienting styles anu paiental attituues towaiu auveigaming uiiecteu at chiluien.
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Chiluien iepiesent a giowing online maiket foi auveitiseis. Accoiuing to a 2uu8
Neuiamaik Reseaich anu Intelligence suivey, appioximately 4u% of chiluien ages 6-11
visiteu a website they heaiu oi saw following exposuie to a commeicial oi auveitisement
(eNaiketei, 2uu8). These chiluien iepiesent 1u.7 million young consumeis online. Noie
than 2S% of them weie ages 6-7, SS% weie ages 8-9 anu ovei 4u% weie ages 1u-11
(eNaiketei, 2uu8). In 2uu9, chiluien ages 2-11 iepiesenteu 16 million young consumeis
(Nielsen, 2uu9). Chiluien aie spenuing moie time online eveiy yeai anu have outpaceu the
oveiall population's Inteinet use as well (Nielsen, 2uu9).
Accoiuing to a NCES (2uuS) suivey, 17.S% of chiluien ages S-9 puichase piouucts
online, anu 16.6% look at the news, weathei, anu spoits online. Sixty-two peicent of
chiluien ages 1u-14 e-mail anu message, 66.1% play games online, S4.4% puichase
piouucts, anu SS.7% look at the news, weathei, anu spoits online.

4
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Nooie anu Riueout (2uu7) inuicate the Inteinet to be a highly attiactive meuium
uue to its captivating natuie. It has the ability to sustain long peiious of attention anu
involvement because it is an inteiactive meuium that can holu a chilu's attention foi moie
than just Su seconus. Sean Black, senioi vice piesiuent anu managing gioup uiiectoi at
NeuiaCom's Beyonu Enteitainment saiu, "taigeting kius who have been online since they
weie olu enough to click a mouse waiiants a fai moie inteiactive maiketing appioach.
Theiefoie, kius' online auveitising geneially takes the foim of immeisive games anu
contests, which aie built aiounu bianus anu theii chaiacteis" (Shielus, 2uuS, p. 4). It is a
populai piactice foi big coipoiations like Nickeloueon, Fiito-Lay, Bisney, Post anu Kiaft, to
employ inteiactive meuia online foi the puiposes of piomoting bianu awaieness to kius
(Shielus, 2uuS).
Expenuituies foi online auveitising have incieaseu steauily ovei the yeais.
Accoiuing to a Reseaich anu Naikets iepoit (2uu9), expenuituies foi online auveitising in
Westein Euiope anu Noith Ameiica ieacheu $SS billion in 2uu8. ENaiketei (2uu9)
inuicates the Inteinet's total shaie of meuia spenuing is iising by at least one peicentage
point eveiy yeai. In 2u1u, with the economic ciisis easing up, a 9.4 peicentage inciease is
expecteu. 0nline auveitising is a giowing ievenue stieam foi chilu anu teen viitual woilus
as well, with piouucts being integiateu as much as possible. A viitual woilu is a genie of
online community that often takes the foim of a computei-baseu simulateu enviionment,
thiough which useis can inteiact with one anothei anu use anu cieate objects (Bishop,
2uu9). Foi example, Paiks Associates estimateu in }une 2uu7 that $1S million was spent

S
auveitising in viitual woilus in the 0.S. anu piojecteu that it woulu iise tenfolu to $1Su
million by 2u12 (eNaiketei, 2uu7). Accoiuing to a 2uu6 Congiessional Testimony iepoit
on chiluien's foou anu beveiage piouuceis, the Inteinet, new meuia, uigital meuia, anu
viial maiketing iepiesenteu five peicent of all youth-uiiecteu expenuituies which was
estimateu at $77 million (FTC, 2uu8). Yankee uioup estimateu total 0.S. spenuing on in-
game auveitising anu auveigaming to be moie than $18S million in 2uu4. Auveigaming
was estimateu to account foi moie than 7u% of that spenuing (meuiaeuge:cia, 2uuS)
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Auveigames aie a type of bianueu enteitainment that featuie auveitising messages,
logos, anu tiaue chaiacteis in a game foimat typically founu online. Although they can iefei
to any game foimat they aie most commonly founu in electionic foimat (Nooie, 2uu6).
Auveigames allow a paiticipant viitual inteiaction with a piouuct oi a specific bianu
(Ainolu, 2uu4). Kietchmei (2uu4) suggests that the auvent of auveigaming was in pait a
iesponse to lowei than noimal click-thiough iates of noimal bannei auveitisements
online. Auveigames offei a combination of enteitainment anu engagement that piouuces
stiong emotional connections between the bianu anu the game (Bahl, Eagle, & Baez, 2uu8).
This combination piouuces a highly involving enviionment foi chiluien in which they aie
encouiageu to ietuin. In fact many of the games piomote iepeat playing, offei multiple
levels of play, oi suggest othei games the visitoi might enjoy (Nooie, 2uu6).
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Auveigames' peivasiveness was founu in a 2uu7 analysis of online foou maiketing.
Nooie anu Riueout (2uu7) examineu coipoiate websites that auveitiseu to chiluien. 0ut of

6
the 77 websites anu 4uuu web pages, 7S% containeu one oi moie auveigames on theii
website. The numbei of games on the websites iangeu fiom one to 6u with a total of S46
games out of the all the websites in the stuuy (Nooie & Riueout, 2uu7). The same stuuy
founu that (8S%) of the top foou bianus that taiget chiluien thiough television auveitising
also use bianueu websites to maiket to chiluien online (Nooie & Riueout, 2uu7).
Accoiuing to NieslenNet Ratings, these sites ieceiveu moie than 12.2 million visits fiom
chiluien ages 2-11 in the seconu quaitei of 2uuS (Nooie, 2uu6).
Lee anu Youn (2uu8) examineu 1uu leauing companies anu founu 26 that useu
auveigames on theii websites. Among the 26 companies that useu auveigames on theii
websites, they founu 294 bianueu auveigames that integiateu eithei a piouuct oi a bianu
name insiue the game. They founu that 4u% embeuueu the bianu name oi logo in the
game anu 8% of auveigames embeuueu only the piouuct. About half of auveigames, oi
44%, embeuueu both the piouuct anu bianu name as an essential element of the game (Lee
& Youn, 2uu8). Thiity-five peicent of the auveigames encouiageu the playeis to pass along
the game to fiienus via e-mail oi by woiu of mouth. Twenty-thiee peicent alloweu the
playei to customize the auveigames by letting them choose theii piefeiieu options. They
founu the most pievalent auveigame genies weie aicaues (29%), puzzles (2S%),
quizzestiivia (16%), spoits (1u%), iacing games (7%), action games (S%), auventuie
games (2%), anu simulation games (2%) (Lee & Youn, 2uu8). The authois also examineu
the function of the auveigames anu founu that the majoiity (S9%) gave consumeis an
oppoitunity to play with the bianus while 28% of the auveigames enteitaineu them foi the
sake of fun (Lee anu Youn, 2uu8).

7
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The majoiity of ieseaich on attituues of auveigaming focuses on auults anu
auolescents (Beinanuez, et al., 2uu4; Lee & Fabei, 2uu7; Nelson, 2uu2; Nelson, Keum, &
Yaios, 2uu4; Nelson, Yaios, & Keum, 2uu6; Nicovich, 2uuS; Schneiuei & Coinwell, 2uuS).
Little ieseaich exists conceining chiluien's ieaction anu attituues of auveigames.
Nallinckiout anu Nizeiski (2uu7) examineu the effects of playing auveigames on
young chiluien's peiceptions, piefeiences, anu iequests. In teims of the peiceiveu
healthiness of an auveitiseu piouuct (Fioot Loops auveigame) the majoiity of chiluien
(8S%) coiiectly iuentifieu Fioot Loops as being less healthy than fiesh fiuit. They
uiscoveieu chiluien who weie exposeu to the Fioot Loops auveigame significantly
piefeiieu Fioot Loops to othei ceieals anu othei foou categoiies, such as cheesebuigeis,
fiuit salaus, anu sanuwiches, when compaieu to chiluien who weie not exposeu to the
auveigame (Nallinckiout & Nizeiski, 2uu7). In teims of geneiating iequests foi puichase,
Nallinckiout anu Nizeiski (2uu7) founu no suppoit foi an auveigame geneiating moie
iequests to get the bianu fiom chiluien playing the game, compaieu with chiluien not
playing the game. They founu that only 2S% of the chiluien exposeu to the game coiiectly
iuentifieu the game's sponsoi by ciicling a uiawing of the Kellogg's Fioot Loops logo. This
ability to peiceive the souice anu intentions of an auveigame was positively
associateu with age (Nallinckiout anu Nizeiski, 2uu7). Chiluien's knowleuge of peisuasive
intent was assumeu to have a negative effect on theii piefeiences foi Fioot Loops. Theii
iesults faileu to suppoit this notion anu they founu chiluien who weie able to iuentify


8
peisuasive intent weie moie likely to piefei Fioot Loops to othei ceieals anu foou options
(Nallinckiout anu Nizeiski, 2uu7).
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The meiging of enteitainment anu peisuasive messages cieates an inteiesting
uilemma foi vulneiable populations such as chiluien. }ohn (1999) suggests that chiluien of
uiffeient ages have uiffeiing abilities to uiscein enteitainment content fiom commeicial
content. Foi example, chiluien between the ages of thiee anu seven aie chaiacteiizeu by
an oiientation towaiu the ieauily obseivable peiceptual featuies of a maiketplace. They
have an inability to uiscein otheis' peispectives uue to theii own egocentiism anu as a
coiollaiy, have little iuea what peisuasion is. Logically, this age gioup woulu be the most
vulneiable to peisuasion anu bianu immeision. 0n the othei hanu, chiluien between the
ages of seven anu 11 signify a shift fiom peiceptual thought piocesses to symbolic thought
piocesses. This iesults in a bettei unueistanuing of the maiket place anu in tuin, a bettei
unueistanuing of auveitiseis' peisuasive intent, enteitainment content anu commeicial
content (}ohn, 1999).
Reseaich suggests that chiluien ages eight anu above have uevelopeu satisfactoiy
cognitive uefenses in oiuei to have enough skepticism anu knowleuge about auveitising's
peisuasive intent that they can iesponu in a matuie anu infoimeu mannei (}ohn, 1999).
Bowevei, ieseaich has founu that these cognitive uefenses actually uo little to affect
evaluations of piefeiieu piouucts in auveitising (Chiistenson, 1982; Ross et al., 1984). The
absence of uisceining iesponses to auveitising in light of ueveloping knowleuge about

9
auveitising may be a iesult of the chilu's inability to quell theii excitement ovei an
auveitiseu piouuct oi bianu. A seconu explanation foi the absence of uefense iesponses is
that chiluien's auveitising knowleuge may seive as a cognitive uefense of auveitising only
when activateu anu accesseu uuiing the viewing of an au (}ohn, 1999). Because the effects
of peisuasion on chiluien between the ages of seven anu 11 aie uebateu anu the cuiient
ieseaich has mixeu outcomes, fuithei ieseaich on paiental attituues towaius auveigaming
uiiecteu at chiluien between the ages of seven anu 11 is neeueu.
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With such iesouices anu stiategy shifting towaius the use of online bianueu
enteitainment foi chiluien, it woulu make sense to finu paiental concein following close
behinu. A 0.S. Confeience of Catholic Bishops stuuy examineu the conceins of paients of 2-
14 yeai olus on meuia effects upon chiluien (0SCCB, 2u1u). Although theie was no specific
mention of types of auveitising (i.e. auveigaming), paients weie moie conceineu about the
inappiopiiate content on television anu the Inteinet than they weie about viueo games, cell
phones oi music. Noie than 8u% of paients expiesseu that they wanteu to contiol theii
chiluien's access to violence, sex, piofanity anu explicit uiug use (0SCCB, 2u1u).
Nonetheless, past ieseaich inuicateu that paients weie conceineu with the effects
auveitising can have on theii chiluien. Foi example, one of the biggest objections to the
use of chiluien's auveitising stems fiom the belief that auveitisements unueimine a
paient's authoiity to shape theii chilu's values anu behaviois (uiossbait & Ciosby, 1984).
Accoiuing to this finuing, paients wish to be one of, if not the main, socializing agent in
theii chilu's life.

1u
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0ne concept that iests at the centei of this stuuy is the iuea that all chiluien to some
uegiee aie socializeu to be consumeis. Waiu (1974) uefines consumei socialization as "the
piocess by which young people acquiie skills, knowleuge anu attituues ielevant to theii
functioning as consumeis in the maiketplace" (p. 2). }ohn (1999) suggests that futuie steps
in consumei socialization theoiy neeu to incluue social aspects, none moie impoitant than
the family. Consumei socialization ieseaich has been tieu to theoiies of family
communication such as the typology of family communication patteins (e.g. Nooie anu
Noschis, 1981) anu the typology of paiental socialization types (e.g. Baumiinu, 198u).
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Paiental socialization is an auult initiateu piocess in which chiluien aie guiueu to
uevelop habits anu values that aie paiallel with theii cultuie (Baumiinu, 198u). This
piocess explains the way in which chiluien leain accoiuing to inteiactional piocesses with
paients. In this mannei, paiental socialization is not a one-way piocess. It is uepenuent
upon the inteiaction expeiienceu by both the chilu anu paient. Past ieseaich inuicates
paiental socialization is tieu to social leaining theoiy (Banuuia & Walteis, 196S) in that it
iequiies an agent to mouel off of as well as an actoi who pioviues feeuback. Paients
influence the uevelopment of theii chiluien by seiving as iole mouels.
Paiental socialization is in laige pait baseu off of the paient's ieceptivity to the
chilu's views anu neeus. This type of socialization is also baseu on the uegiee of
communication expeiienceu between the paient anu chilu (Cailson, Laczniak, & Nuehling,
1994). Theiefoie, this line of ieseaich asks whethei paiental socialization significantly

11
contiibutes to the foimation of paiental attituues towaius chiluien's auveigaming.
Fuitheimoie, it is impeiative to consiuei how uiffeient paienting styles affect the
foimation of attituues.
<,'().$)6 >.8%(/
Baumiinu's (1971) eailiei ieseaich inuicateu thiee main subtypes of paiental
behavioial patteins: authoiitaiian, authoiitative, anu peimissive. The most commonly
employeu uimensions of paienting style useu to uefine the foui patteins aie waimth
veisus hostility anu iestiictiveness veisus peimissiveness (Walsh, Laczniak, & Cailson,
1998; Caislon & Tannei, 2uu6). The fiist uimension of waimth veisus hostility is uefineu
by the extent to which paients shaie feelings anu expiess affection with theii chiluien anu
uiscouiage chiluien fiom iaising issues that tiouble them (Cailson & Tannei, 2uu6). The
seconu uimension of peimissiveness veisus iestiictiveness is uefineu by the uegiee to
which paients value chiluien confoiming to the policies anu expectations of otheis, aie
fiim in enfoicing iules, suppoit the non-equal status of chiluien, anu aie stiict with theii
chiluien (Cailson & Tannei, 2uu6).
The authoiitaiian paient attempts to shape, contiol, anu evaluate the behavioi anu
attituues of the chilu in accoiuance with a set stanuaiu of conuuct, usually an absolute
stanuaiu, theologically motivateu anu foimulateu by a highei authoiity. Authoiitaiian
paients aie moie iestiictive than both peimissive anu authoiitative paients anu typically
scoie lowei in teims of waimth. They maintain high levels of contiol ovei theii chiluien
anu attempt to keep veibal exchanges to a minimum. Fuitheimoie, chiluien of
authoiitaiian paients aie expecteu to obey without questioning theii authoiity (Walsh,

12
Laczniak & Cailson, 1998; Ciosby & uiossbait, 1984).
Authoiitative paients, on the othei hanu, attempt to uiiect the chilu's activities but
in a iational, issue-oiienteu mannei. They encouiage veibal give anu take, anu shaie with
the chilu the ieasoning behinu theii policy (Baumiinu, 1971). In compaiison with
authoiitaiian paients, authoiitatives typically woik to balance theii chilu's iights anu
iesponsibilities. They aie waimei than authoiitaiians, they encouiage self-expiession, but
they also expect chiluien to act in a matuie mannei while auheiing to family iules
(uaiunei, 1982; Baumiinu, 1968; Walsh, Laczniak, & Cailson, 1998).
The peimissive paient attempts to behave in a non-punitive, acceptant, anu
affiimative mannei towaiu the chilu's impulses, uesiies, anu actions. They consult with
theii chiluien about policy uecisions anu give explanations foi family iules. They make few
uemanus foi householu iesponsibility anu oiueily behavioi. They piesent themselves to
the chilu as a iesouice, not as an active agent iesponsible foi shaping oi alteiing his
ongoing oi futuie behavioi. They allow the chilu to iegulate his oi hei own activities anu
avoiu the exeicise of contiol (Baumiinu, 1971).
Latei woik by Baumiinu (1991) split the peimissive paienting style to incluue both
neglecting anu inuulgent paienting styles. Neglecting paients aie moie uetacheu fiom theii
chiluien. They aie low in iestiictiveness anu waimth. They uo not supeivise oi piomote
chiluien's self-uiiecteu uevelopment (Walsh, Laczniak, & Cailson, 1998). Paients who aie
classifieu as neglecting have been shown to have little influence in the socialization piocess
which may leau theii chiluien to be influenceu by outsiue consumei socialization agents


1S
such as peei gioups, teacheis, anu meuia incluuing vaiying foims of auveitising (Walsh,
Laczniak, & Cailson, 1998).
Inuulgent paients tenu to be moie peimissive than iestiictive anu waim iathei than
colu when inteiacting with theii chiluien (Walsh, Laczniak, & Cailson, 1998). Inuulgent
paients tiy to iemove outsiue constiaints without enuangeiing the welfaie of theii chilu.
Fuitheimoie, Inuulgent paients pioviue theii chilu with auult iights but not auult
iesponsibilities (Baumiinu, 1978).
<,'().0/ 4..$.=&(/ @3A,'& "#$%&'()0/ 4&/
Piioi ieseaich on paiental attituues of chiluien's auveitising has ievealeu
significant ielationships between the classification of one's paienting style anu the value a
paient assigns to the auveitising in question (Bakii & vitell, 2u1u; Cailson, Laczniack, &
Nuehling, 1994; Ciosby & uiossbait, 1984; anu uiossbait & Ciosby, 1984). Foi example,
Cailson, Laczniak, anu Nuehling (1994) conuucteu ieseaich on paiental conceins of toy-
baseu piogiamming. They founu that authoiitatives helu moie negative views towaius
toy-baseu piogiamming than neglecting paients. They founu that authoiitaiians anu
authoiitatives uiu not significantly uiffei in theii attituues of toy-baseu piogiamming
(Cailson, Laczniak, & Nuehling, 1994).
Reseaich by Ciosby anu uiossbait (1984) focuseu on paiental style segments anu
how it ielateu to attituues towaiu chiluien's foou auveitising. Theii iesults inuicateu a
significant uiffeience in attituues between authoiitative anu peimissive paients, with
authoiitatives holuing moie negative views towaiu chiluien's foou auveitising. Bowevei,
no significant uiffeiences weie founu between authoiitative anu authoiitaiian paients.

14
Reseaich by Laczniak, Nuehling, anu Cailson (199S) lookeu at attituues of 9uu-
numbei auveitising uiiecteu at chiluien. Theii iesults ievealeu that motheis, iegaiuless of
theii paiental style, all helu negative attituues towaiu 9uu-numbei auveitising. Compaieu
to othei types of auveitising such as toy-baseu anu foou auveitising, paiental attituues
towaiu 9uu-numbei auveitising weie consistently lowei.
Baseu on the ielationships founu between paienting styles anu concein about foou
anu toy-baseu auveitising, authoiitatives consistently helu moie negative attituues
towaius chiluien's auveitising then both neglecting anu inuulgent paients. Thus, with
iespect to the cuiient stuuy, the following hypotheses aie geneiateu:
E1o: Autboritotive porents ore more likely to bolJ neqotive ottituJes toworJ oJverqomes JirecteJ
ot cbilJren tbon inJulqent porents Jo.
E1b: Autboritotive porents ore more likely to bolJ neqotive ottituJes toworJ oJverqomes JirecteJ
ot cbilJren tbon neqlectinq porents Jo.
Piioi ieseaich inuicateu no significant uiffeiences among authoiitative anu
authoiitaiian paients with iegaiu to theii concein of foou-baseu, toy-baseu anu 9uu-
numbei baseu auveitising uiiecteu at chiluien (Cailson, Laczniak, & Nuehling, 1994;
Ciosby anu uiossbait, 1984; Laczniak, Nuehling, anu Cailson, 199S; Walsh et al.,1998).
Baseu off the similaiities between authoiitaiian anu authoiitative paients, authoiitaiians
may holu moie negative attituues towaiu auveigames uiiecteu at chiluien than both
neglecting anu inuulgent paients. The following hypotheses aie geneiateu to test foi these
uiffeiences:


1S
E2o: Autboritorion porents ore more likely to bolJ neqotive ottituJes toworJ oJverqomes JirecteJ
ot cbilJren tbon inJulqent porents Jo.
E2b: Autboritorion porents ore more likely to bolJ neqotive ottituJes toworJ oJverqomes JirecteJ
ot cbilJren tbon neqlectinq porents Jo.
G$3MA?

To auuiess these hypotheses, a self-auministeieu online suivey was given to a
uiveise sample of paients of chiluien ageu seven to 11. E-Rewaius.com was hiieu by the
ieseaichei to locate iepiesentative paiticipants anu to auministei the instiument. E-
Rewaius.com is an online opinion panel that ieciuits anu compensates membeis foi suivey
paiticipation. Paients weie askeu to complete the suivey with iespect to theii youngest
chilu between the ages of seven anu 11 anu inuicate this chilu's age.
<,'().,% B)&('/.,)&$)6 39 4&5('6,7$)6
In oiuei to asceitain paients' unueistanuing of auveigaming, two initial phases
weie conuucteu to aiu in the suivey uevelopment: 1) Qualitative inteiviews conceining
auveigaming anu 2) Quantitative examinations using an opeiationalizeu uefinition of
auveigaming.
<#,/( CD E=,%$.,.$5( C).('5$(A/
Six inuiviuual inteiviews with paients (4 males anu 2 females) weie useu to gain
insight into paients' unueistanuing of auveigaming as well as theii awaieness of theii
chiluien's exposuie to auveigaming. Seveial guiueu questions weie useu to gain insight
into paients' awaieness of theii chilu's online activities (See Appenuix A). This ueteimineu
a baseline of paients' knowleuge of online gaming with a specific focus on auveigaming. A

16
uefinition of auveigaming, as well as a link to an auveigame was pioviueu when
paiticipants weie unable to coiiectly iuentify anu uesciibe what an auveigame was. The
uefinition of auveigaming was baseu on uesciiptions fiom Nooie (2uu6) anu Bahl et al.
(2uu8). Following the uiscussion of chilu activities online, each paiticipant was piesenteu
with a uefinition of auveigaming (See Appenuix A). The ieseaichei instiucteu each
paiticipant to caiefully ieau thiough the uefinition anu then instiucteu him oi hei to
change oi auu anything they felt necessaiy.
All six iesponuents inuicateu they weie unawaie of the teim "auveigaming" anu uiu
not know what it meant. Aftei piesenting each paiticipant with an example of an
auveigame (e.g. 0ieo Bouble Stuff Racing League auveigame) paients inuicateu that theii
chiluien play online games similai to the 0ieo auveigame although no paient stateu that
his oi hei chilu hau playeu this specific 0ieo auveigame. Paients weie awaie of theii
chiluien's activities on sites that featuieu chaiacteis most commonly founu in caitoons anu
shows on Caitoon Netwoik. Examples of shows incluueu Kung Fu Panua, Teen Titans anu
ICaily. Accoiuing to paients' iesponses, these shows all hau websites that theii chiluien
weie uiiecteu to following exposuie to the show itself. Within these websites, paients
iepoiteu theii chiluien playeu a vaiiety of online games that hau seveial themes with the
most common being the acciual of points anu piogiession thiough multiple levels.
Responses to the pioposeu mouification of the given auveigaming uefinition
ieceiveu no suppoit among all paiticipants. Paiticipants inuicateu they felt it was a
satisfactoiy uefinition anu woulu not change anything. Theiefoie, the opeiational
uefinition of auveigaming is as follows:

17
"AJverqomes ore o type of bronJeJ entertoinment tbot feoture oJvertisinq messoqes, loqos,
onJ troJe cborocters. Tbey ore typicolly founJ online onJ ollow virtuol interoction witb o
proJuct or bronJ. AJverqomes offer o combinotion of entertoinment onJ oJvertisinq tbot con
creote on emotionol connection between tbe bronJ onJ o qome. Tbese qomes encouroqe
cbilJren to return by offerinq tbem multiple levels of ploy, repeot ployinq opportunities onJ
suqqestions for otber qomes".

<#,/( CCD E=,).$.,.$5( FG,7$),.$3) 39 4&5('6,7$)6 ;(9$)$.$3)
Aftei implementing insight gaineu by the inuiviuual inteiviews, the auveigaming
uefinition was quantitatively pie-testeu with 2u qualifying iesponuents. In oiuei to test
the applicability of the auveigaming uefinition, a sliueshow was cieateu on PoweiPoint.
Six scieen shots of websites containing chilu-themeu mateiial weie captuieu anu aiiangeu
ianuomly in oiuei to pievent iesponse bias. These web captuies incluueu a NcBonalu's
Nutiition website, a Scholastic.com website, a Sponge Bob website, an 0ieo website, a
Basboio.com website, anu a Walt Bisney Woilu website. Two of the six web captuies
iepiesenteu auveigames (e.g. 0ieo Bouble Stuff Racing League auveigame anu a Sponge
Bob Squaie Pants auveigame). The iemaining foui web captuies uiu not qualify as
auveigames. The oiuei of the two auveigame website captuies weie ueteimineu by a ioll
of a uie to cieate 2u unique veisions of the sliueshow. A convenience sample of twenty
paients of chiluien ages seven to 11 weie askeu to paiticipate in a shoit suivey on paients'
attituues of chiluien's Inteinet auveitising. The suivey piesenteu the uefinition of an
auveigame uevelopeu fiom the inuiviuual inteiviews as well as uiiections foi the pietest
(See appenuix B). Each iesponuent watcheu the Powei Point piesentation anu inuicateu
whethei he oi she thought the web captuie qualifieu as an auveigame.
Theie weie a total of 4u possible coiiect auveigame iuentifications among the
entiie pie-test sample (two auveigames in each sliueshow foi each of the 2u paiticipants).

18
Nineteen of the 2u paiticipants coiiectly iuentifieu both auveigames in each of theii
sliueshows. 0ne paiticipant iuentifieu one out of two coiiect auveigames in theii
sliueshow. In total, theie weie S9 coiiect iuentifications of auveigames out of a possible 4u
(97.S%). Thus, this uefinition of auveigaming was ueemeu suitable foi piesentation to the
paients on the final suivey piioi to asking auveigaming ielateu questions.
C)&(2()&(). H,'$,I%(D <,'().$)6 >.8%(/
Assessment
The fiist section of the instiument (Attituues of Paienting) (see appenuix C)
consisteu of pievious measuies of paienting oiientation uimensions uevelopeu anu utilizeu
by Schaefei anu Bell (19S8), Baumiinu (1971), Cailson, Laczniak, anu Nuehling, (1994),
Walsh et al. (1998), anu Cailson anu Tannei (2uu6) (Peisonal email coiiesponuence:
Cailson, 2u1u). The foui paienting styles weie iepiesenteu by a two-uimensional mouel
that was uevelopeu anu uocumenteu in pievious ieseaich (Walsh et al., 1998; Cailson &
Tannei, 2uu6). The two paienting uimensions useu to uefine the foui paienting styles aie
waimth veisus hostility anu peimissiveness veisus iestiictiveness. Pievious woik by
Walsh et al. (1998) anu Cailson anu Tannei (2uu6) uemonstiateu the waimth veisus
hostility uimension to be captuieu by thiee inuicatois: paients' willingness to listen anu
shaie feelings anu expeiiences with chiluien (nuituiance); paients' tenuencies to
uiscouiage chiluien fiom uiscussing chilu tiouble with paients (avoiuing communication);
anu paients' encouiagement to have theii chiluien talk to them about pioblems anu issues
(encouiagement of veibalization).


19
The seconu uimension of peimissiveness veisus iestiictiveness has been captuieu
by foui inuicatois: the uegiee to which paients holu theii chiluien to values anu iule
confoimity (values confoimity); paients' iecognition of the non-equal status of chiluien
(authoiitaiian); paients' enuoisement of chiluien obeying the iules outsiue the home
(stiictness); anu paients' peiception that theii attempts at uiscipline aie veiy unyieluing
(fiim enfoicement) (Cailson, Laczniak, anu Nuehling, 1994; Walsh et al., 1998; Cailson anu
Tannei, 2uu6).
Factoi analysis was conuucteu in oiuei to ueteimine the foimation of the inuicatois
within each of the uimensions (table 1). Five of the seven inuicatois weie ueteimineu to
have acceptable levels of inteinal consistency well above the .7u ciiteiia establisheu by
Nunnally (1978).
Sociol Besirobility Assessment
All inuepenuent measuiement items useu a S-point Likeit scale foimat (1= stiongly
uisagiee to S= stiongly agiee). Pievious ieseaich has auuiesseu the issue of socially
uesiiable paiental iesponses since all inuepenuent items aie self-iepoiteu. Pievious
stuuies incoipoiating inuepenuent measuies of paiental styles anu measuies of social
uesiiability have shown the two to be uncoiielateu (Cailson & Tannei, 2uu6; Walsh et al.,
1998;). The afoiementioneu stuuy by Walsh et al. (1998) incoipoiateu Ciowne anu
Nailow's (1964) social uesiiability scale. Ciowne anu Nailow's (1964) oiiginal scale




2u
Table 1
Inuepenuent vaiiables: Inuicatois of Paiental Style Bimensions
Porentol Style No. of
Bimensions onJ lnJicotors ltems Scole
o
Alpbo
Restiictiveness vs. Peimissiveness
values Confoimity 4 sasu .7u9
Fiim Enfoicement 4 sasu .77S
Authoiitaiian S sasu .79u
Stiictness S sasu .46u

Waimth vs. Bostility
Nuituiance 6 sasu .798
Encouiaging veibalization 4 sasu .61S
Avoiuance of Communication S sasu .798
a
Scale = All scales aie Likeit S-point stiongly agieestiongly uisagiee

incluueu SS items anu maintaineu a high inteinal consistency coefficient (!= .88). In oiuei
to maintain a balanceu scale, 18 of the SS items weie coueu as tiue anu 1S as false. Walsh
et al. (1998) utilizeu 1u of the oiiginal SS items, five of which weie coueu as tiue anu five of
which weie coueu as false. The finalizeu instiument utilizes six questions (founu unuei the
section titleu "Auuitional Questions About You") fiom the oiiginal SS items of the Ciowne
anu Nailow (1964) scale in oiuei to test foi coiielations of socially uesiiable iesponses
anu paiental styles. 0f these six questions, thiee aie coueu as tiue anu thiee aie coueu as
false in oiuei to maintain a piopei balance to the scale. The social uesiiability scale was not
significantly coiielateu with the inuepenuent measuie of peimissiveness vs. iestiictiveness
(peimissiveness with SB=-.u8S, p=. 228) but was significantly coiielateu with the
inuepenuent measuie of waimth vs. hostility (waimth with SB=-.1S2, p=. u26).



Waimth 21

lnJulqent Autboritotive




Peimissiveness Restiictiveness


Neqliqent Autboritorion




Bostility

Figuie 1: Paiental Categoiization Bimensions

Coteqorizotion
Categoiizations of paiental styles uepenueu on meuian scoies foi the waimth
veisus hostility anu peimissiveness veisus iestiictiveness uimensions seen in figuie 1. The
iesulting foui paiental styles fell within one of foui quauiants. Paients that scoieu above
the meuian foi both the waimth veisus hostility anu peimissiveness veisus iestiictiveness
uimensions weie classifieu as authoiitative (N=4u). Paients that scoieu below the meuian
foi both uimensions weie classifieu as neglecting (N=46). Paients that scoieu below the
meuian on the waimth veisus hostility uimension anu above the meuian on the
peimissiveness veisus iestiictiveness uimension weie classifieu as authoiitaiian (N=48).
Paients that scoieu above the meuian on the waimth veisus hostility uimension but below
the meuian on the peimissiveness veisus iestiictiveness uimension weie classifieu as
inuulgent (N=42) (e.g., Walsh et al., 1998; Cailson anu Tannei, 2uu6).

22
;(2()&(). H,'$,I%(D <,'().,% 4..$.=&(/ @3A,'& 4&5('6,7$)6
Piioi to answeiing auveigaming ielateu questions, paients weie piesenteu with the
opeiationalizeu auveigaming uefinition anu two examples useu in the suivey uevelopment.
This section is composeu of 1S questions auapteu fiom vaiying souices (see appenuix C)
Foui items in this section aie auapteu fiom a scale uevelopeu by Ciosby anu uiossbait
(1984) that measuieu paiental attituues of foou auveitising uiiecteu at chiluien. 0iiginal
items incluueu the following: 'Tbere is too mucb fooJ oJvertisinq JirecteJ ot cbilJren;
AJvertisers use tricks onJ qimmicks to qet cbilJren to buy tbeir proJucts; AJvertisinq
teocbes cbilJren boJ eotinq bobits; anu AJvertisinq JirecteJ ot cbilJren leoJs to fomily
conflict7. The oiiginal scale in Ciosby anu uiossbait's (1984) stuuy maintaineu stiong
inteinal consistency (! = .81S). These items weie auapteu to incluue auveigaming
uiiecteu at chiluien iathei than foou auveitising. Items useu a S-point Likeit scale foimat
(1= stiongly uisagiee to S= stiongly agiee). These items maintaineu an alpha coefficient of
.62S in the cuiient stuuy.
An auuitional question that ueteimineu paiental attituues towaiu auveigaming (see
appenuix C) utilizeu a scale uevelopeu by Wolin, Koigaomkai, anu Lunu (2uu2) that
measuieu attituues towaiu web auveitising. The scale specifically auuiesseu attituues of
mateiialism which Pollay anu Nittal (199S) uefine as a set of beliefs which views
consumption as the ioute to all satisfactions. The oiiginal scale in Wolin et al. (2uu2)
incluueu the following: Web oJvertisinq mokes you buy tbinqs you Jo not reolly neeJ; Web
oJvertisinq increoses Jissotisfoction omonq cbilJren by sbowinq proJucts tbey cont offorJ;

2S
Web oJvertisinq is mokinq cbilJren moteriolistic - interesteJ in buyinq onJ owninq tbinqs;
anu Web oJvertisinq mokes cbilJren buy unofforJoble proJucts just to sbow off. The oiiginal
items maintaineu low consistency (!= .6778). 0ne of these items (AJverqomes moke
cbilJren wont tbinqs tbey Jont reolly neeJ) was auapteu to incluue paiental attituues of
auveigaming uiiecteu at chiluien insteau of web aus' ability to influence mateiialism in
geneial. This item useu a S-point Likeit scale foimat (1= stiongly uisagiee to S= stiongly
agiee).
Thiee auuitional questions (see appenuix C) incluueu weie baseu on a scale
uevelopeu by Wolin, Koigaomkai, anu Lunu (2uu2) that measuieu attituues of web
auveitisements anu theii ability to coiiupt values. Wolin et al. (2uu2) suggests web
auveitising has the ability anu powei to molu useis' values anu coiiupt them as well.
Fuitheimoie, Wolin et al. (2uu2) suggests web aus can unueimine paients' values that they
intenu to impiess upon theii chiluien. 0iiginal items incluue the following: 'Web
oJvertisinq sometimes mokes cbilJren live in o worlJ of fontosy; Web oJvertisinq tokes
unJue oJvontoqe of cbilJren; onJ Web oJvertisinq leoJs cbilJren to moke unreosonoble
purcbose JemonJs on tbeir porents. The oiiginal scale maintaineu low consistency (!=
.6S68). These thiee items weie auapteu to incluue paiental attituues of auveigaming
uiiecteu at chiluien insteau of geneial attituues of web aus' ability to coiiupt values. Items
useu a S-point Likeit scale foimat (1= stiongly uisagiee to S= stiongly agiee). These items
maintaineu an alpha coefficient of .Suu in the cuiient stuuy.


24
Table 2
Besciiptive Statistics of Bepenuent vaiiable foi Entiie Sample

ltems Heon SB Scole HiJpoint

ATTABvERuN 1S 47.17 6.9S2 4S

Seven auuitional questions weie incluueu in this section of the instiument. These
items aie baseu on of Cailson anu Tannei's (2uu6) pievious woik on paiental attituues of
sexual abstinence auveitisements anu Walsh et al's (1998) woik on mothei's attituues
towaiu goveinment iegulation of chiluien's television auveitising. Items incluue the
following: 'Host oJverqomes for cbilJren ore okoy for tbem to ploy by tbemselves; Hy cbilJ
leorns sometbinq by ployinq oJverqomes; Tberes notbinq wronq witb oJverqomes
sponsoreJ by toy monufocturers; Hy cbilJ enjoys ployinq oJverqomes; Hy cbilJ onJ l tolk
obout tbe oJverqomes be or sbe ploys; Tberes notbinq wronq witb oJverqomes sponsoreJ by
fooJ monufocturers; anu Hy cbilJ unJerstonJs tbot oJverqomes ore o type of oJvertisinq.
All items useu a S-point Likeit scale foimat (1=stiongly uisagiee to S= stiongly agiee).
These seven items maintaineu an alpha coefficient of .421 in the cuiient stuuy.
All 1S questions weie summeu to foim the uepenuent inuex ATTABvRuN (table 2).
The uepenuent inuex hau an acceptable ieliability coefficient of .728, which exceeus the .7u
ciiteiia establisheu by Nunnally (1978).
I$;KE3;
The analysis sample consisteu of 214 completeu online questionnaiies. This sample
size was ueemeu appiopiiate accoiuing to pievious woik on paiental attituues of
chiluien's auveitising (see e.g. Walsh et al. 1998 anu Cailson anu Tannei, 2uu6). The

2S
Table S
Compaiison of Attituues Towaiu Auveigaming Acioss Paiental Styles
Authoiitative Authoiitaiian Neglecting Inuulgent
(N= 4u) (N=48) (N=46) (N=42) F-Ratio F-Piobability

47.S8
*
48.S6
*
4S.41
*
46.9u
*
1.66S .177
* No significant uiffeiences uetecteu between paienting styles at the .uS level.

sample iesulteu in a ielatively even uistiibution of fatheis (48.1%) anu motheis (S1.9%)
(table 4).
Bemogiaphic chaiacteiistics foi chiluien ievealeu that theie weie 114 males
(SS.S%) anu 1uu females (46.7%). 16.4% weie seven yeais olu, 19.2% weie eight yeais
olu, 26.2% weie nine yeais olu, 22.9% weie 1u yeais olu, anu 1S.4% weie 11 yeais olu.
0nly 61 (28.S%) paients inuicateu theii chilu hau playeu an auveigame in the past Su uays.
117 (S4.7%) paients saiu theii chilu hau not playeu anu S6 (16.8%) paients saiu they uiu
not know. 0f those 61 paients that inuicateu theii chilu hau playeu an auveigame, 1SS
uiffeient types of auveigames weie iuentifieu.
4J*H4 1(/=%./
Table S iepoits the iesults of the hypotheses tests. B1a posits that authoiitative
paients aie likely to holu moie negative attituues towaius chiluien's auveigaming than
inuulgent paients. Though it was founu that authoiitative paients scoieu highei on the
uepenuent inuex; ATTABvERuN (N=47.S8) compaieu to inuulgent paients (N=46.9u) the
AN0vA analysis ietuineu insignificant iesults (F=1.66S, p=.177). Thus theie is no suppoit
foi hypothesis B1a. B1b auus that authoiitative paients aie likely to have moie negative
attituues towaius chiluien's auveigames than neglecting paients. Authoiitative paients

26
Table 4
Selecteu Bemogiaphic Bata foi the Stuuy Sample
Beau of Bouseholu
NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
Iemole Hole
Irequency % Irequency %

Aqe
18-24 u u.u u u.u
2S-S4 SS S1.S 1S 12.6
SS-44 Su 4S.u S7 SS.S
4S-S4 22 19.8 29 28.S
SS oi ovei S 2.7 4 S.8
Nissing u u.u u u.u
NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
Total 111 1uu 1uS 1uu

Roce
White 86 8S.S 8S 8u.6
Black S 2.7 2 1.9
Bispanic 7 6.S 6 S.8
AsianPacific
Islanuei 4 S.6 8 7.7
Ameiican Inuian 1 u.9 S 2.9
Bi-Racial 7 6.S 1 u.9
0thei S 2.7 u u.u
Nissing u u.u u u.u
NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
Total 111 1uu 1uS 1uu

FJucotion
Not a high school giau u u.u u u.u
Bigh school giau 1S 1S.6 u u.u
Some college 26 2S.4 19 18.4
College giauuate 46 41.4 S9 S7.9
uiauuate
Piofessional uegiee 24 21.6 42 4u.7
Not Suie
Bon't Know u u.u u u.u
Nissing u u.u u u.u
NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
Total 111 1uu 1uS 1uu


27
scoieu highei on the uepenuent inuex than neglecting paients (N=4S.41) yet no
significance was founu between the two gioups. Thus, B1b was not suppoiteu.
B2a posits that authoiitaiians woulu holu moie negative attituues of chiluien's
auveigaming than inuulgent paients. Though authoiitaiian paients scoieu highei on the
uepenuent inuex (N=48.S6) than inuulgent paients (N=46.9u) AN0vA ievealeu no
significant uiffeiences. B2b auus that authoiitaiians helu moie negative attituues towaius
chiluien's auveigaming than neglecting paients. Though neglecting paients scoieu lowei
on the uepenuent inuex (N=4S.41) than authoiitaiians, AN0vA analysis founu no
significant uiffeiences between these two gioups. Thus, theie is no suppoit foi eithei
hypothesis B2a oi B2b.
Examinations of questions within the uepenuent inuex ievealeu thiee significant
inteiactions at the .uS level. Significance was founu in iegaiu to paients' attituues towaiu
auveigames ability to leau to family conflict, AJverqomes JirecteJ ot cbilJren leoJ to fomily
conflict (F= S.7S8, p=.u12), theii attituues that chiluien shoulu not be alone when they play
auveigames, Host oJverqomes ore okoy for cbilJren to ploy by tbemselves(ieveise coueu)
(F= S.622, p=.u14), anu paients' attituues that auveigames sponsoieu by foou
manufactuieis aien't lookeu well upon, Tbere is notbinq wronq witb oJverqomes sponsoreJ
by fooJ monufocturers (ieveise coueu) (F= S.199, p=.u2S).
?(2<022(*# &#1 E('()&)(*#2
The objective of this stuuy was to investigate vaiiations in paiental attituues
towaius chiluien's auveigaming. Finuings inuicateu that paiental style might not offei as
many insights into vaiiations in attituues towaius chiluien's auveigaming as past ieseaich

28
on television auveitising has. vaiiations in mean attituuinal scoies among the foui
paienting styles was minimal anu though this pioximity between paienting styles was
ieflecteu in past ieseaich, this stuuy faileu to finu significance in all hypotheses. The
uisciepancies in iesults between this stuuy anu piioi stuuies may be explaineu by the
uiffeiences in the way the sample was acquiieu, the piofile of the sample, the methou foi
ueteimining one's categoiization of paienting style, uiffeiences in the uepenuent measuie
of this stuuy compaieu to measuies in pievious stuuies, anu the coiielation of social
uesiiability with paiental style.
Pievious stuuies that utilizeu paiental socialization theoiy have acquiieu theii
sample most commonly thiough a convenience basis. Foi example, Rosen et al. (2uu8)
acquiieu S14 paiticipants fiom one aiea (Los Angeles) anu founu that S7% of the sample
was classifieu as negligent. This stuuy, which utilizeu a geogiaphically uiveise sample, hau
an even uistiibution of paienting styles compaieu to pievious ieseaich in this aiea. By
looking at a iegional aiea iathei than a nationally uiveise aiea, as this stuuy has, past
convenience techniques may have incoiiectly captuieu the tiue uistiibution of paienting
styles.
Anothei common methou of sample acciual useu in past ieseaich utilizeu schools in
oiuei to uistiibute wiitten suiveys to chiluien. These chiluien woulu then give the suivey
to theii paients. By involving the chilu in the ieseaich piocess, paients may have felt moie
inclineu to involve themselves with that paiticulai ieseaich aiea. This stuuy bypasseu
chiluien as uistiibuteis anu locateu paients thiough the use of online panels. This
uiffeience in sampling methou may have iesulteu in a loweieu involvement with the topic

29
aiea among paients. Loweieu involvement with the topic aiea may have piouuceu changes
in the attituues that iesulteu in the iejection of all hypotheses.
Pievious ieseaich has tiauitionally focuseu on motheis as the subject of inteiest
because of theii cential iole in iaising chiluien. This stuuy puiposefully gaineieu an even
uistiibution of motheis anu fatheis. The uecision to uo so may have iesulteu in the
insignificant iesults. Though family uynamics aie shifting anu fatheis have taken moie of a
cential iole compaieu to pievious times, it may be that motheis still maintain the stiongest
attituues towaiu auveitisements uiiecteu at theii chiluien than fatheis uo.
The assignment of paienting style accoiuing to the meuian scoies foi each
uimension is not only unusual but also unieliable. This methou foi categoiization inuicates
theie is no stanuaiuizeu scoie foi the paienting oiientation scale. In othei woius, paients'
categoiization of style is uepenuent upon all othei scoies in the sample. The uesignation of
paienting style accoiuing to this methou excluueu S8 paiticipants fiom being categoiizeu
as any style as they all fell exactly on the meuian scoie foi both uimensions. This scale
miupoint iesponse bias may be a iesult of paiticipants' compensation foi suivey
paiticipation. A 1S-yeai content analysis foi suivey iesponse bias caiiieu out by Nacias et
al. (2uu8) shows that, out of all incentives offeieu foi suivey completion, a piomiseu sum
piouuceu one of the lowest iesponse iates (44%). Although theie weie no incomplete
suiveys in this ieseaich, the veiy fact that paiticipants weie compensateu coulu have
influenceu them to iesponu quickly anu without effoit oi involvement.
The uiffeiences in iesults between this stuuy anu piioi stuuies may be a iesult of
the foimation of the uepenuent inuex. Piioi stuuies that lookeu at attituues towaiu

Su
goveinment iegulation of auveitising fiameu eveiy question to position television foou
auveitising as a negative issue. The cuiient stuuy woikeu to maintain a balanceu
uepenuent inuex that hau a faiily even uistiibution of positive anu negative questions. The
exclusion of questions with a positive valence in past ieseaich may have piouuceu a
iesponse bias that leu to moie negative attituues towaiu chiluien's auveitising, thus
iesulting in laigei uisciepancies between paienting style anu highei chance of significant
iesults.
Consistent with past ieseaich, the laigest uisciepancies in scoies between the
paienting styles weie between authoititaiians, inuulgents, anu neglectois. This pattein
was also ieflecteu between authoiitatives, inuulgents anu neglectois with authoiitatives
scoiing highei than the lattei anu lowei but similai to authoiitaiians. Though these
patteins on the uepenuent inuex aie ieflective of the pioposeu hypothesizeu uiiection
significance was not founu. This may be a iesult of a balanceu uepenuent scale.
Fuitheimoie, though the uepenuent inuex manageu an acceptable alpha coefficient
(.728), looking ueepei ievealeu fai less satisfactoiy measuies of consistency. The auoption
anu auaptation of some oiiginal scales piouuceu veiy low ieliability coefficients. This
finuing inuicates that some inuiviuual items on the uepenuent inuex may neeu to be
ieexamineu anu iewoikeu foi futuie applications in this aiea.
0nlike pievious ieseaich in this aiea, it was founu that the Social Besiiability scale
coiielateu significantly with the waimth veisus hostility uimension. The categoiization of
paienting style may be a iesult of social uesiiability iathei than tiue beliefs on how to iaise
chiluien. Rathei than having tiue chaiacteiistics of the ieflecteu paienting style,

S1
paiticipants meiely piesent themselves that way. This piouuces a possible incongiuence
between the subsequent paienting style anu theii attituue towaiu auveigaming. In othei
woius, if a paient has been classifieu as an authoiitaiian, anu theii waimth veisus hostility
uimension scoie coiielates with socially uesiiable iesponses, then theii subsequent
attituue towaiu auveigaming cannot be attiibuteu to theii paienting categoiization.
Futuie ieseaich in this aiea shoulu look to seveial uiiections foi impiovement. The
laigest issue involveu is the neeu foi a stanuaiuizeu scale of paienting oiientation
uimensions. Such vaiiation fiom stuuy to stuuy calls out foi eithei a new theoietical
application to auveigaming oi the uevelopment of a paiental socialization scale that uoes
not uepenu on the meuian uimension scoies as a categoiization pieiequisite. Seconuly,
futuie stuuies on auveigaming shoulu look to uevelop new uepenuent measuies with
highei ieliability coefficients. Peihaps, as inuicateu fiom the thiee significant inteiactions
founu on inuiviuual uepenuent items, futuie woik shoulu uevelop items that measuie moie
effectively attituues of family uynamics anu auveigaming as well as auult supeivision of
auveigaming. Fuitheimoie, the fact that questions conceining foou ielateu auveigaming
gaineieu significance wheieas toy ielateu auveigames uiu not; inuicate futuie uiiections in
this aiena shoulu focus on foou-themeu auveigames moie so than toy-themeu auveigames.
The most viable explanation foi vaiiations towaius auveigames may iest outsiue
paiental style. Futuie analysis shoulu look to chilu age to see if theie aie significant
inteiactions in paiental attituues towaiu auveigaming. Peihaps paients of youngei
chiluien will have moie negative attituues towaiu auveigmaing than those who have oluei
chiluien. Anothei impoitant uiiection to consiuei may iest in paients' knowleuge of anu

S2
exposuie to theii chilu's auveigaming. It coulu be that paients who know theii chiluien
play auveigames will have moie negative attituues towaiu them.
Though significance was not founu, futuie analysis shoulun't completely ignoie
paiental style as an exponent. It may piove beneficial to this line of ieseaich to compaie
fatheis anu motheis in theii attituues towaiu auveigaming. Notheis, moie so than fatheis,
may be moie appiopiiate when ueteimining how attituues towaiu auveigaming vaiy
acioss paienting style. As this was an online suivey about an online auveitising issue, the
utilization of an online sample iaises questions. An impoitant futuie uiiection shoulu
compaie attituues of paients who aie suiveyeu in an online setting to those who aie
suiveyeu in moie tiauitional setting.






















SS
I.+.-.#<.2:























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Schaefei, E. S. anu Bell, R. Q. (19S8). Bevelopment of a paiental attituue ieseaich
instiument. CbilJ Bevelopment, 29 (S), SS9-S61.
Schneiuei, L. P. anu Coinwell, T. B. (2uuS). Cashing in on ciashes via bianu placement in
computei games: The effects of expeiience anu flow on memoiy. lnternotionol
journol of AJvertisinq, 24 (S), S21-S4S.
Shielus, N. (2uuS), Suifing Lessons, HeJioweek, 1S (28) 4-S.
Tannei, }. F., Cailson, L. A., Raymonu, N. A., anu Bopkins, C. B. (2uu8). Reaching paients to
pievent auolescent iisky behavioi: Examining the effects of thieat poitiayal anu
paienting oiientation on paiental paiticipation peiceptions. }ournol of Public Policy
& Horketinq, 27, (2), 149-1SS.
0niteu States Confeience of Catholic Bishops (0SCCB). (2u1u, Apiil 16). Porents Eopes &
Concerns About tbe lmpoct of HeJio on tbeir CbilJren. Retiieveu Nay 17, 2u1u, fiom

S9
http:www.catholicnewsagency.comnewsusccb_suivey_shows_paients_concein
eu_about_youth_access_to_unwholesome_meuia
Walsh A. B., Laczniak R. N., anu Cailson, L. A. (1998). Nothei's piefeiences foi iegulating
chiluien's television. }ournol of AJvertisinq, 27, (S) 24-S6.
Waiu, S. (1974), Consumei socialization, }ournol of Consumer Reseorcb, 1 (Septembei), 1-
14.
Wolin, L. B., Koigaonkai, P., anu Lunu, B. (2uu2) Beliefs, attituues anu behavioui towaius
web auveitising. lnternotionol }ournol of AJvertisinq, 21(1), 87-11S.



























4u
">>.#1(<.2:












































41
">>.#1(% ":

@#).-8(.4 F0(1.

Thank you foi coming touay to this inteiview on paienting anu the Inteinet. I
unueistanu that you leau busy lives anu I appieciate youi effoit anu time. I woulu like to
take this oppoitunity to intiouuce myself. Ny name is Nathan Evans anu I am cuiiently
woiking on mastei's uegiee in auveitising at the 0niveisity of Tennessee. Please
unueistanu that youi paiticipation in this focus gioup is voluntaiy anu anonymous. In no
way will youi name oi peisonal infoimation be connecteu to any of youi iesponses.

With that saiu I am going to ask you some questions.

Eow mony cbilJren Jo you bove?
Wbot ore tbeir oqes?
Now l om qoinq to tolk obout cbilJren oqes 7 to 11 onJ bow tbey use tbe lnternet.

Tell me obout wbot your cbilJren Jo online.


Bo your cbilJren ploy online qomes?
Con you tell me obout tbese online qomes?
Wbot Jo tbey look like?
Wbot Jo tbey Jo?
Eow often Jo tbey ploy online qomes?

Eove you ever beorJ of oJverqominq?
Tell me wbot you tbink oJverqominq is.

Eere is on exomple:
http:www.nabiscowoilu.comoieousilgame.aspx.gameiu=22uuu9

"AJverqomes ore o type of bronJeJ entertoinment tbot feoture oJvertisinq messoqes,
loqos, onJ troJe cborocters. Tbey ore typicolly founJ online onJ ollow virtuol interoction witb
o proJuct or bronJ. AJverqomes offer o combinotion of entertoinment onJ oJvertisinq tbot
con creote on emotionol connection between tbe bronJ onJ o qome. Tbese qomes encouroqe
cbilJren to return by offerinq tbem multiple levels of ploy, repeot ployinq opportunities onJ
suqqestions for otber qomes".

Wbot Jo you tbink obout oJverqominq?
Bo you tbink your cbilJ ploys oJverqomes?
Eow often Jo tbey ploy tbese qomes?
Boes your cbilJ ever wont to qo to o qominq website be or sbe bos seen on Tv?
Bo you ploy oJverqomes?

42
">>.#1(% H:
Thank you foi paiticipating in this stuuy on chiluien's Inteinet auveitising.

Please ieau the following uefinition of auveigaming.

"AJverqomes ore o type of bronJeJ entertoinment tbot feoture oJvertisinq messoqes, loqos,
onJ troJe cborocters. Tbey ore typicolly founJ online onJ ollow virtuol interoction witb o
proJuct or bronJ. AJverqomes offer o combinotion of entertoinment onJ oJvertisinq tbot con
creote on emotionol connection between tbe bronJ onJ o qome. Tbese qomes encouroqe
cbilJren to return by offerinq tbem multiple levels of ploy, repeot ployinq opportunities onJ
suqqestions for otber qomes".

In fiont of you is a powei point piesentation with six sliues. The following six sliues aie
snapshots of uiffeient websites. Some of these sliues aie examples of auveigames anu
some aie not.

Please inuicate whethei you think the sliue is an auveigame.

Sliue 1) Yes No
Sliue 2) Yes No
Sliue S) Yes No
Sliue 4) Yes No
Sliue S) Yes No
Sliue 6) Yes No

Weie theie any sliues that you weie unsuie of.



About You.

Nale Female
Ages of chiluien between 7 anu 11 _____ _______ _______ _______












4S
">>.#1(% 5:
Thank you foi youi paiticipation in this stuuy on paiental attituues towaiu chiluien's Inteinet auveitising.
All of the infoimation you pioviue will be kept stiictly anonymous. Youi paiticipation is voluntaiy, anu if you
uon't want to answei any question, you uon't have to.

"))()01.2 "O*0) ,&-.#)(#9
The following questions aie conceineu about paienting. Please maik the numbei that best ieflects how much
you agiee oi uisagiee with each statement.

A paient shoulu nevei be maue to look wiong in theii chilu's eyes.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

I talk it ovei anu ieason with my chilu when heshe misbehaves.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Paients shoulu know bettei than to allow theii chiluien to be exposeu to uifficult situations.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

It is best foi a chilu if heshe nevei gets staiteu wonueiing whethei hishei paients' views aie iight.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Chiluien shoulu be kept away fiom all haiu jobs which might be uiscouiaging.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Chiluien shoulu nevei leain things outsiue the home that make them uoubt theii paients' iueas
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

A chilu shoulu be able to question the authoiity of hishei paients.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

A chilu must leain to confoim to all school iules anu iegulations.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Chiluien shoulu be alloweu to uisagiee with theii paients whenevei they feel family iules aie
unieasonable.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

The pieseivation of oiuei anu tiauition shoulu be highly valueu.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Chiluien shoulu be encouiageu to tell theii paients when they feel family iules aie unieasonable.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..

44
Q R S T U
When a chilu is calleu heshe shoulu come immeuiately.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

A chilu has a iight to hishei own point of view anu shoulu be alloweu to expiess it.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

If you let chiluien talk about theii tioubles they enu up complaining even moie.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

A chilu's iueas shoulu be seiiously consiueieu befoie making family uecisions.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Paients who stait a chilu talking about hishei woiiies uon't iealize that sometimes it's bettei to
leave well enough alone.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Chiluien who aie helu to fiim iules giow up to be the best auults.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

If a chilu has upset feelings it is best to leave himhei alone anu not make it look seiious.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

I encouiage my chilu to talk about hishei tioubles.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

A chilu will be giateful latei on foi stiict tiaining.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

I joke anu play with my chilu.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

A chilu shoulu iespect hishei paients because they aie hishei paients.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

I encouiage my chilu to wonuei anu think about life.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

I uon't minu it paiticulaily when my chilu aigues with me.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..

4S
Q R S T U

Stiict uiscipline uevelops a fine, stiong chaiactei.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

I expiess my affection by hugging, kissing, anu holuing my chilu.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Paients shoulu take seiiously the opinions of theii young chiluien.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

I iespect my chilu's opinion anu encouiage himhei to expiess it.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

I feel that a chilu shoulu be comfoiteu anu unueistoou when heshe is scaieu oi upset.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U



"18.-9&'(#9 &#1 V*0- 56(/1

,/.&2. &#24.- )6. +*//*4(#9 W0.2)(*#2 &O*0) )6. <6(/1 O.)4..# XYQQ P.&-2 *+ &9. (# P*0- 6*02.6*/1
46* 6&2 )6. </*2.2) 0><*'(#9 O(-)61&PZ

1. This chilu is a ______ Nale _____ Female
2. Bow olu is this chilu._____

S. I am this chilu's ________ Nothei_______ Fathei_______ 0thei (please explain
below)

_______________________________________________________________________________

,/.&2. I.&1 )6. +*//*4(#9 1.+(#()(*# *+ "18.-9&'.2

AJverqomes ore o type of bronJeJ entertoinment tbot feoture oJvertisinq messoqes, loqos, onJ troJe cborocters.
Tbey ore typicolly founJ online onJ ollow virtuol interoction witb o proJuct or bronJ. AJverqomes offer o
combinotion of entertoinment onJ oJvertisinq tbot con creote on emotionol connection between tbe bronJ onJ
o qome. Tbese qomes encouroqe cbilJren to return by offerinq tbem multiple levels of ploy, repeot ployinq
opportunities onJ suqqestions for otber qomesZ

H./*4 &-. )4* .%&'>/.2 *+ &18.-9&'.2.







46



4. Bas this chilu has playeu an auveigame in the past Su uays.

_____ Yes _____ No _____ Bon't Know
(If you answeieu yes, please answei question #S)

S. Please inuicate which auveigame(s) heshe has playeu.


6. If this chilu has playeu auveigames, which, if any weie piompteu by
auveitising he oi she saw oi heaiu on Tv, iauio, oi othei.


7. Bave you playeu auveigames with youi chilu in the past Su uays.
_____ Yes _____ No _____ Bon't Know


"))()01.2 3*4&-1 "18.-9&'(#9
The following questions aie conceineu with youi attituues anu opinions towaiu auveigaming anu chiluien.
Please maik the numbei that best ieflects how much you agiee oi uisagiee with each statement.

Auveigames make chiluien want things they uon't ieally neeu.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Nost auveigames foi chiluien aie okay foi them to play by themselves.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

47
Ny chilu leains something by playing auveigames.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Auveigames allow chiluien to enjoy a woilu of fantasy.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Auveigames take unuue auvantage of chiluien.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Auveigames leau chiluien to make unieasonable puichase uemanus on theii paients.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Theie is too much auveigaming uiiecteu at chiluien.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Auveigames uiiecteu at chiluien leau to family conflict.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Auveigames teach chiluien goou eating habits.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Theie's nothing wiong with auveigames sponsoieu by toy manufactuieis.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Ny chilu enjoys playing auveigames.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Ny chilu anu I talk about the auveigames she plays.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Auveigames use tiicks anu gimmicks to get chiluien to buy theii piouucts.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Theie's nothing wiong with auveigames foi chiluien sponsoieu by foou manufactuieis.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Ny chilu unueistanus that auveigames aie a type of auveitising.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U


48

I.90/&)(*# *+ "18.-9&'.2

Foou-ielateu auveigames uiiecteu at chiluien shoulu be banneu.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Toy-ielateu auveigames uiiecteu at chiluien shoulu be banneu.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Auveigames that use populai chiluien's piogiam chaiacteis shoulu be banneu
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

It's the paient's iesponsibility to explain auveigames to theii chiluien.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

The Feueial goveinment shoulu be involveu in the supeivision of auveigames taigeting chiluien
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Nonitoiing of chiluien's auveigames by an inuepenuent oiganization is neeueu.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Auveitiseis shoulu iequiie paients' peimission befoie chiluien unuei 12 can play theii auveigames.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U

Auveigames foi chiluien shoulu be iequiieu to iuentify themselves as auveitising.
;)-*#9/P ?(2&9-.. ;)-*#9/P "9-..
Q R S T U






"11()(*#&/ [0.2)(*#2 &O*0) P*0
I am always willing to aumit it when I make a mistake Tiue False
I have nevei been iikeu when people expiesseu iueas veiy
uiffeient fiom my own Tiue False
I have nevei uelibeiately saiu something that huit someone's
feelings Tiue False
I like to gossip at times Tiue False
Theie have been occasions when I took auvantage of someone Tiue False
At times I have ieally insisteu on having things my own way Tiue False




49


I am _____ yeais olu.

I am: White _____ Black _____Bispanic _____ AsianPacific Islanuei _____
Ameiican Inuian _____ Bi-Racial _____ 0thei (Please Inuicate: _________________ )

What best uesciibes youi level of euucation.
____ Not a high school giauuate
____ Bigh school giauuate
____ Some college
____ College giauuate
____ uiauuate Piofessional uegiee
____ Not Suie Bon't Know

































Su

L@3"

Nathan Evans was boin in Ciossville, TN to the paients of Aithui anu Patiicia Evans.
Be is the seconu of two chiluien. Be attenueu South Cumbeilanu Elementaiy anu
continueu on to attenu Westtown Bigh School in Westtown, PA. Aftei giauuating, he
heaueu south to Eckeiu College in St. Peteisbuig, FL wheie he was intiouuceu to
Psychology. Aftei a challenging foui yeais in the piogiam he obtaineu his Bacheloi oi Aits
uegiee in Psychology unuei the tutelage of Bi. }ames NacBougall anu Bi. Naijoiie Baiuy in
2uu4. Be was accepteu in the Communications uepaitment at the 0niveisity of Tennessee,
Knoxville in 2uu8 anu accepteu a giauuate assistantship with a focus in auveitising. Nathan
was iecently accepteu to the Boctoial piogiam at 0niveisity of Tennessee, Knoxville anu
was awaiueu a teaching associateship unuei the guiuance of Bi. Naiiea uiubbs Boy. Be
plans to continue his euucation anu ieseaich in Knoxville foi seveial yeais to come.

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