# The Association Between Media Use for Parenting Information (MUPI) and Parenting Knowledge, Attitudes and Practices Among Parents of Children Aged 6–19 Years

## TL;DR

This study explores how different types of digital media used by Thai parents for parenting information affect their parenting knowledge, attitudes, and practices.

## Contribution

The study identifies distinct associations between specific media formats and parenting outcomes, emphasizing the need for quality digital resources.

## Key findings

- Reading online materials is linked to higher parenting knowledge and positive practices.
- Short-form video content is associated with lower parenting knowledge and inconsistent discipline.
- Thai parents prefer content from health professionals and underutilize parenting apps and government websites.

## Abstract

The rise of digital media has significantly altered how parents access information regarding child development and parenting. While such platforms provide accessible support, the influence of different media formats on parenting outcomes remains underexplored. This study aimed to (1) assess the frequency of media use for parenting information (MUPI) and (2) examine its associations with parenting knowledge, attitudes and practices among Thai parents of children aged 6–19 years.

A cross‐sectional study was conducted with 445 parents recruited through social media and in‐person outreach at hospitals and schools. Participants completed four validated self‐report instruments: the MUPI questionnaire, the Child and Adolescent parenting Knowledge Evaluation (CAKE), the Parenting Sense of Competence Scale (PSOC) and the Alabama Parenting Questionnaire (APQ). Descriptive statistics, Kendall's tau‐b correlations and multivariate linear regression analyses were employed to explore the associations.

Reading online materials was the most frequent form of media use and was positively associated with higher parenting knowledge, parental involvement and positive parenting practices. In contrast, frequent consumption of short‐form video content was linked to lower parenting knowledge, parental monitoring and greater inconsistency in discipline practices.

Media activity matters. Engagement with evidence‐based, text‐based resources and structured online trainings appear to support better parenting outcomes, while overreliance on short‐form video content may be detrimental. These findings underscore the need for media literacy promotion and the development of accessible, high‐quality digital parenting content tailored to diverse parental needs.

Different types of digital media are associated with distinct parenting outcomes; reading online materials and participating in structured online training are linked to higher parenting knowledge and positive practices.Short‐form video content, while popular, is associated with lower parenting knowledge and more inconsistent discipline, highlighting the need for critical evaluation of such content.Thai parents show a strong preference for parenting content produced by health professionals, emphasising the importance of trusted, evidence‐based sources.Parenting applications and government websites are underutilised, suggesting the need for more user‐friendly, interactive and regularly updated platforms.These findings support media literacy promotion and development of tailored, high‐quality digital parenting resources as part of broader parenting support strategies.

Different types of digital media are associated with distinct parenting outcomes; reading online materials and participating in structured online training are linked to higher parenting knowledge and positive practices.

Short‐form video content, while popular, is associated with lower parenting knowledge and more inconsistent discipline, highlighting the need for critical evaluation of such content.

Thai parents show a strong preference for parenting content produced by health professionals, emphasising the importance of trusted, evidence‐based sources.

Parenting applications and government websites are underutilised, suggesting the need for more user‐friendly, interactive and regularly updated platforms.

These findings support media literacy promotion and development of tailored, high‐quality digital parenting resources as part of broader parenting support strategies.