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The Relationship between Parent's Culture and the Children's Attitudes of Watching Jordanian T.V Programs / / 2010

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Page 1: ˘ ˇ ˆ˙˝ ˛˚ˇ - meu.edu.jo · ن upbringing. They also refer to the necessity parental control over what is seen by children. Parents should participate with their children

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The Relationship between Parent's Culture and the

Children's Attitudes of Watching Jordanian T.V

Programs

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Abstract

The study handled the relation between parent's education and children's trends of

watching Jordanian TV. The study aimed at revealing the influence of parents'

education upon children's orientations toward watching Jordanian TV.

The study followed an analytical descriptive methodology to study the phenomenon.

The methodology was based on analyzing two questionnaires, one for children and

the other for parents. The study sample consists of 250 male and female students of

the sixth grade elementary. The sample was collected randomly from 11 schools,

within the jurisdiction of the Private Education Directorate of the Capital's

governorate in western Amman, in the second semester of the academic year

2008/2009. After the random selection of the sample, it was divided into groups.

To accomplish the study's objectives, the researcher prepared a questionnaire with

two section: one for students and the other fo parents. Afterwards, the validity of the

sections was verified through content validity.

Reliability coefficient was verified through conducting two-week interval repetition,

then findings were extracted and computer-analyzed using SPSS. Arithmetic means,

standard deviations, percentages and correlation coefficient values were calculated.

Simple and multiple regressions were employed to test the hypotheses.

The study reached a number of findings, the major of which are:

There is an influence for parents' education on children's trends for watching

Jordanian TV, and there is an increase in the education rate among parents.

Influence of fathers' education upon children's trends for watching Jordanian TV is

greater than the influence of mothers.

There are statistically significant relations of family size to the child's ranking in the

family, on one hand, and the child's behavioral and cognitive trends for watching

Jordanian TV on the other hand.

Gender has no statistical significance in children's cognitive or behavioral trends.

The study revealed the importance of parental participation with children when

watching various TV programs, especially after the increase of satellite channels.

The study showed the greater importance for parents to provide a link between what

children watch and what actually happen in real life.

The study detected the important role that family, especially mothers, plays in

specifying the kind of programs watched by children. Mothers spend more time at

home than fathers do since fathers are busy working outside.

The study also reached some recommendations that should be considered when

practically utilizing the study's findings or when conducting future studies on the

same topic. Recommendations call for laying the spotlight on the role of TV in

Page 14: ˘ ˇ ˆ˙˝ ˛˚ˇ - meu.edu.jo · ن upbringing. They also refer to the necessity parental control over what is seen by children. Parents should participate with their children

ن

upbringing. They also refer to the necessity parental control over what is seen by

children. Parents should participate with their children in watching some programs

and a discussion has to be made about that has been watched so that positive points

can be reinforced and negative elements can be warned from.

Recommendations called for parents' non-differentiate treatment of children as for the

trends of watching TV. Influence of elder brother upon his younger brothers should be

considered. Findings showed that TV has a major role in the trends of parents. Parents

should be careful of its importance as time-eater while parents are absent or when

they ignore their children. Much focus should be given to the role of TV in enriching

children with good values combined with corruptive ones. Parents should warn their

children of the negatives and reinforce the positives.

The study revealed the importance of parents' organization of watching time. They

should discuss with their children what they have watched without giving them the

feeling of mistrust. Concern should be given to the activation of elder brother's

control over and guidance for their younger bothers since younger brother always try

to imitate the behaviors of the elder ones.

Recommendations concentrated on not imposing certain materials upon children to

watch, non-differentiation between sisters' and brothers' interest, and respect of each

others' privacy.

The study concluded that the Jordanian TV should pay attention to children through

extending the allocated space of children's programs. Attention shall also be given to

that fact that children's programs should be prepared by relevant specialists who

respect Jordanian religion, values and customs without following the blind copying of

foreign cultures.

Key Words:

Parents, children, education, orientations, Jordanian TV, TV programs

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��� )"�)5( �31�2�" � '2��� 9��D2�� (�1 <�12�4 )��3�

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Pearson Correlation 0.252** 0.191**

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Pearson Correlation 0.068 0.123 Sig. (2-tailed) 0.309 0.070 H� ��� 32� I"2����

N 226 219 Pearson Correlation -0.037 0.271**

Sig. (2-tailed) 0.584 0.000 E�� N 226 219

Pearson Correlation -0.163* -0.148* Sig. (2-tailed) 0.014 0.029 #��� ���� ��

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��"� ������

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)�� ��=F2� (� ��3� ��� A*�� 2� Q��1 #�.��� "�� ���1� 9�0"2 �� �=L2 (� (+�� �2�

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Coefficients Standardized

Coefficients ��D2�� B Std. Error Beta

T Sig. r R2

)91�=( 3.576 0.033 109.203 0.000

:H� ��� 32� I"2��� 0.047 0.012 0.252 3.902 0.000 0.252 0.059

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� (� ��/ ��2�� ,-. ���2" � 32� I"2��3� 7-�" A:H� ��� 9����� �.� (�

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Unstandardized

Coefficients Standardized

Coefficients ��D2�� B Std. Error Beta

T Sig. r R2

)91�=( 3.133 0.056 55.692 0.000

:H� ��� 32� I"2��� 0.060 0.021 0.191 2.859 0.005 0.191 0.036

��1 � ���� (t �1"���� � ���� (� �1+t� A���"�� U A����3� ������ K�� �2� 8�

������ )"1�"�." � ��1� : ���1H� ��+" �� 9�.�24 � �=L� :H� ��� 32� I"2���

����� ("�*� 2� Q��1 #�.��� ��.

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� I"2��� (� �05� ;���� ��." �=� ��� 32� :� �� ��+" �� 9�.�24 �� ; �� ���1

.��� 4/ ����� ("�*� 2� Q��1 #��-. (� (� )�� (�+ �=� � I"2�� �=� 32� : �� ��

� I�� ����3�� 9�.�24 A���1/ -/ � ;���� (�+ :H� ��� 32� I"2��� �� ��D2� (

����23.6�� 9�.�24 �� ��D2� (� �F���1 � �� ��+" �1 ("�*� 2� Q��1 #�.��� �� ��

����3�� 9�0"2� �� ��=N2� �1�� (� )�� �1�� �." A���� 9D 1 �2� A�5.9�F���1 , ��V

��4� 9- (�21��� !+ (�/��F�$�.

��� )"�)9 ( ��12�t����3�� 9�.�24 " �H� ��� 32� I"2��� (�1

Unstandardized

Coefficients Standardized

Coefficients ��D2�� B Std. Error Beta

T Sig. r R2

)91�=( 3.652 0.044 82.550 0.000

H� ��� 32� I"2���� 0.016 0.016 0.068 1.020 0.309 0.068 0.005

i���1 ���� � t� �1"���� U � ��1� ������ K��" A����3� ������ )"1� �2� 8�

#�.��� �� ���1H� ����3�� 9�.�24 �� �=L� �H� ��� 32� I"2��� (� � 6�2 �2�

� 2� Q��1����� ("�*.

� )� �2� QF�2� �052 ��." �"" �� �F�$�� ��4� 7- �=/ I"2�� � ��F�$�

����� *�� 2� Q��1 #�.��� �� ���1� �� ����3�� 9�.�24 �� �H� ��� 32� . ,-."

H� ��� 32� I"2��� �"�1 �' 32�� ����� � ��12�4 ��2� E+ � 9�� ��2�� �� :

9�0"2� �� ��=N2�32 ,-." A���1� I�� ����3��� / #���/ ��� :H� ��� 32� I"2��� (

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I�� ����3�� 9�.�24 �� ��=N2� �� �H� ��� 32� I"2��� (� ���.� �=+� ;�"� :3 �

����� ("�*� 2� Q��1 #�.��� �� ���1�.

�� �� ��D2� (� ;��� QF�2�� �052" ����2 � ���� �H� ��� 32� I"2�0.5 (� <'� �F���1

;� � � � �1�� �." A���1� I�� ����3�� 9�0"2� �� ��D2� ������ (� ��4� 9- ��V" A

���F�$�.

��� )"�)10 ( ��12�t��+" �� 9�.�24 " �H� ��� 32� I"2��� (�1

Unstandardized

Coefficients Standardized

Coefficients ��D2�� B Std. Error Beta

T Sig. r R2

)91�=( 3.142 0.081 38.877 0.000

H� ��� 32� I"2���� 0.052 0.029 0.123 1.822 0.070 0.123 0.015

��1 ��." � ���� (t �1"���� � ���� (� )�t� A���"�� U A����3� ������ )"1� �2� 8�

�." A� ��1� ������ K��"" : ���1H� ��+" �� 9�.�24 � �=L� :H� ��� 32� I"2���

����� ("�*� 2� Q��1 #�.��� ��."

2� I"2��� �"�1 B 32� ���� ��� 3 �� �H� ��� H� ��+" �� 9�0"2� �� ��=N2� ���1

��� �� �'� A����� *�� 2� Q��1 #�.�2� 9�05 ������ ,-. ��12� ���"2�� � ( I

��4� - ;�"� �H� ��� 32�/ �V�� � " A���1H� ��+" �� 9�.�24 �� ��=N2� �� ��F�$�

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�=N2� �1�� (� 4/ ��F�$� ��4� "- �"�� -. (� (� � � � ��+" �� 9�.�24 �� �/ �� ��

A��/ 9D 1 -1.5 �F���1 .

5�!� ��." Q��1 #�.��� "�� ���1� 9�0"21 :H� ��� 32� I"2��� ��! (�

#�.��� "�� ���1� 9�0"21 �H� ��� 32� I"2��� ��! (� �1+� 9��+ ����� *�� 2�

����� ("�*� 2� Q��1 . ���.� E+3� ��� A��+" � "� ����3� 9�0"2� ,-. 9��+ �"�

���1� 8�"2 �� :� �"�.

� ����������=

��� )"�)11 ( ��12�t (�1 " #��� �� )�<� :�2�29�.�24

Unstandardized

Coefficients Standardized

Coefficients ��D2�� B Std. Error Beta

T Sig. r R2

)91�=( 3.514 0.036 96.962 0.000

#��� �� :�2�2� -0.008 0.013 -0.044 -0.619 0.537 0.044 0.002

���� (� B1��� )"�� (� �05� t �1"���� � ) �1���� ���'� (� �1+t A���"��

(�1 ��F�$�/ ��4� 9- ��! �"" �� � )�� ��� J����3� ������ )"1� �2� ���2��1"

����� ("�*� 2� Q��1 #�.��� "�� 82�0"2" A#��� �� (14 :�2�2.

" � )� �2� �� � QF�2� �052 ��. �." �31�� ����� � �F�$��4 :�2�2 ((1 ��

��4� "- �=� 8� E�� #���/� "�� (14 -. 9�0"2 �� ��F�$� ("�*� 2� Q��1 #�.��

����� ,/ -/����2 � ���� #��� �� (14 :�2�2 �� ��D2� (0.2 �� ��D2� (� �F���1

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"2� �." A����� ("�*� 2� Q��1 #�.��� "�� (14 9�0 ��4� 9- ��V" A;� � � � �1�

/��F�$�.

��� )"�)12 ( ��12�t ����3�� 9�.�24 " #��� �� )�<� :�2�2 (�1

Unstandardized

Coefficients Standardized

Coefficients ��D2�� B Std. Error Beta

T Sig. r R2

)91�=( 3.731 0.033 113.390 0.000

#��� �� :�2�2� -0.014 0.012 -0.076 -1.14 0.255 0.076 0.006

��� )"�)13 ( ��12�t ��+" �� 9�.�24 " #��� �� )�<� :�2�2 (�1

Unstandardized

Coefficients Standardized Coefficients ��D2��

B Std. Error Beta T Sig. r R

2

)91�=( 3.250 0.055 59.247 0.000

#��� �� :�2�2� 0.013 0.019 0.046 0.677 0.499 0.046 0.002

(14 :�2�2 �=N1 (�2' 32�� (�2� ��� ��3� �2���� (� (�'1��� (��"�� (� 5�!�"

�.��� "�� ��+" ��" A����3�� 82�.�2 �� #��� �� A��0�"1� �2 ����� ("�*� 2� Q��1 #

A����3�� 9�.�24" A#��� �� (14 :�2�2 (�1 ��F�$�/ ��4� 9- ��! �"2 !� P�-�

����� ("�*� 2� Q��1 #�.��� "�� ��+" ��".

(�'1��� (��"�� (� @�2�" �� �� )�<� :�2�2 (8� E�� #�� ��4� "- �=�

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+" A����� *�� 2� Q��1 #�.��� �� (1!� ��+" �� 9�0"2� �� ��D2� ��V (�21��� �2

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26. A���<� ��"�)2005.( A�� 32� " � 32� 9���5���"� �31<�(�� A : ��

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50. �" 3�" ���'=�" ��1�2 � ���<'� ���<"� �� � )1986( ,)�<�" *�� 2�" � -� ,

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61. Arraf Shereen "Analysis of the Affects of Television

Viewing Patherns and Genderon Receptive of and

Expressive Language Development of Pre School

Children "Vol.18 ,N.Y,1990.

62. Gardaw. W. Allport, A Hand book of Social psychology,

Clarck University Press 1966, p.798.

63. Good, Carter Victor (1966), Essentials of Educational

Research: Methodology and Design, New York: Appleton /

Century, Crofts. 64. H erbert j. Klausmeier and Richard E. Ripple, Learning and

Human Abilities : Educational Psychology ,3d,Edition New

York: Harper and Row Publishers ,Inc ., 1971.P.534.

65. Foller Lorraine: "Sesame Street Hand Book: Children s

Television Work Shop ", New York, 1993.

66. Rubin , Alen , : Television Use by Children and

Adolescents , Human Communication Research Vol .5

.,1979.

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67. Tierney, Joan-D,'' The Perception Of Social Values In

Favorite Television Series'' in Desertion on Abstracts

Intermittent vole, 35, 1978.

68. Thabet AA, Abed Y & Vostanis P (2004) Comorbidity of

Post-Traumatic Stress Disorder and Depression Among

Refugee Children During War Conflict. Journal of Child

69. Psychology and Psychiatry 45, 533-542 .

70. Michael Billing, Social Psychology and Intergroup Relations,

London: Academic Relations, London: Academic Pressinc, 1976,

p. 256.

71. Walter B. Kolesink, Educational Psychology, Second Edition,

N.Y: MC- Graw Hill book Co. 1970, P. 485.

72. Wrightstone Wayne and Justman, Evaluation In Modern

Education, New York: American Book Co. 1956. P. 356.

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