Mediación parental y exposición al grooming digital en educación primaria: Evidencia empírica desde México

Marco-Tulio Flores-Mayorga; Jesús Arámburo-Lizárraga

doi:10.4185/rlcs-2027-2733

Authors

Marco-Tulio Flores-Mayorga Universidad de Guadalajara https://orcid.org/0000-0003-2279-7324
Jesús Arámburo-Lizárraga Universidad de Guadalajara https://orcid.org/0000-0002-0370-7891

DOI:

https://doi.org/10.4185/rlcs-2027-2733

Keywords:

parental mediation, grooming, childhood, digital risk, digital skills

Abstract

Introduction: Early access to the internet has transformed children’s communicative practices, but it has also increased their exposure to various digital risks, including online grooming. In this context, the present study examines the role of parental mediation in preventing conditions associated with digital grooming among children. Methodology: A questionnaire was administered to 251 primary school students (aged 10-14) from public schools in western Mexico. Parental mediation was operationalized across three dimensions: restrictive, active, and technical. Exposure to conditions associated with grooming was constructed as a dichotomous variable based on experiences related to ambiguous online contact with adults, requests for sexual content, and the sending or receiving of provocative images. Independent binary logistic regression models were estimated for each mediation dimension, controlling for gender. Results: The results indicate that active parental mediation is significantly associated with a lower probability of exposure to conditions associated with online grooming. In contrast, technical mediation did not show a statistically significant protective effect. Likewise, no significant gender differences were found in levels of exposure. Discussion: The findings suggest that parental mediation strategies based on communicative guidance and relational supervision may play a key role in reducing children’s exposure to situations linked to grooming in digital environments. Conclusions: This study provides empirical evidence from a Latin American context to the international debate on online child protection and highlights the importance of strengthening active parental mediation practices as a preventive strategy against digital risks.

Downloads

Download data is not yet available.

Author Biographies

Marco-Tulio Flores-Mayorga, Universidad de Guadalajara

PhD in Communication from the University of Málaga. He is currently a Full-Time Professor and Researcher at the University of Guadalajara (Mexico). He holds a Master’s degree in Corporate Communication Management from the Autonomous University of Barcelona and a Master’s degree in Marketing from the University of Guadalajara. He is a member of Mexico’s National System of Researchers (SNI, Level I) and holds the PRODEP academic profile recognition. He leads the Academic Research Group on Information and Communication Technologies in Organizational Communication. His research focuses on digital communication in specialized sectors, the sociology of the profession, and labor market dynamics. He has published in international journals and has conducted research stays at the Universities of Stirling, Purdue, and Bournemouth.

Jesús Arámburo-Lizárraga, Universidad de Guadalajara

PhD in Science with a specialization in Electrical Engineering from CINVESTAV – Guadalajara Unit. He is currently a Professor and Researcher at the University of Guadalajara (Mexico). He is a member of Mexico’s National System of Researchers (SNI, Level I) and holds the PRODEP academic profile recognition. His research focuses on multidisciplinary projects that integrate education, technology, software development, and the design of game-based learning experiences. He has published several articles in international scientific journals.

References

Andrade, L. (2021). Criminología en las redes sociales: un estudio realizado en la escuela Cesuver a nivel secundaria a través de la campaña #Conectandonos Bien en Boca del Rio, Veracruz. Archivos de Criminología, Seguridad Privada y Criminalística, 29, 43-74. https://dialnet.unirioja.es/servlet/articulo?codigo=8333919

Bartau-Rojas, I., Aierbe-Barandiaran, A. y Oregui-González, E. (2018). Parental mediation of the internet use of primary students: Beliefs, strategies and difficulties. Comunicar, 26(54), 71-79. https://doi.org/10.3916/C54-2018-07 DOI: https://doi.org/10.3916/C54-2018-07

Bermeo-Chalco, D. G., García-Herrera, D. G. y Mena-Clerque, S. E. (2021). Brecha digital en tiempos de pandemia: Perspectivas de padres de familia. Episteme Koinonia, 4(8), 338-360. https://doi.org/10.35381/e.k.v4i8.1359 DOI: https://doi.org/10.35381/e.k.v4i8.1359

Coque-Coello, M. Y. y García-Ramírez, E. M. (2025). Estrategias de seguridad digital para la prevención del Grooming: una revisión sistemática. Prohominum, 7(4), 426-434. https://doi.org/10.47606/ACVEN/PH0407 DOI: https://doi.org/10.47606/ACVEN/PH0407

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4a Ed.). Sage.

Cheng, Y. T., Xu, N., Liang, M. y Li, L. (2025). Meta-analysis of associations between digital parenting and children's digital wellbeing. Educational Research Review, 48, 100699. https://doi.org/10.1016/j.edurev.2025.100699 DOI: https://doi.org/10.1016/j.edurev.2025.100699

Finkelhor, D., Turner, H. y Colburn, D. (2022). Preva-lence of online sexual offenses against children in the US. JAMA Network Open, 5(10), e2234471. https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2797339 DOI: https://doi.org/10.1001/jamanetworkopen.2022.34471

Flores, M. T., Celso-Arellano, P. L., Arámburo-Lizárraga, J. y Rivera, R. (2023). Uso de las redes sociales en niñas, niños y adolescentes de México. Revista de Ciencias Sociales, 29(2), 216-228. https://doi.org/10.31876/rcs.v29i2.39972 DOI: https://doi.org/10.31876/rcs.v29i2.39972

Gámez-Guadix, M., Mateos-Pérez, E., Alcázar, M. A., Martínez-Bacaicoa, J. y Wachs, S. (2023). Stability of the online grooming victimization of minors: Prevalence and association with shame, guilt, and mental health outcomes over one year. Journal of Adolescence, 95(8), 1715-1724. https://doi.org/10.1002/jad.12240 DOI: https://doi.org/10.1002/jad.12240

Hosmer, D. W., Lemeshow, S. y Sturdivant, R. X. (2013). Applied logistic regression (3a Ed.). Wiley. DOI: https://doi.org/10.1002/9781118548387

Kearney, M. W. y Griffin, R. J. (2018). Digital media use among young children: A developmental perspective. Journal of Children and Media, 12(1), 40-56. https://doi.org/10.1080/17482798.2017.1384851

Lafton, T., Holmarsdottir, H. B., Kapella, O., Sisask, M. y Zinoveva, L. (2023). Children’s vulnerability to digital technology within the family: A scoping review. Societies, 13(1), 11. https://doi.org/10.3390/soc13010011 DOI: https://doi.org/10.3390/soc13010011

Livingstone, S. y Haddon, L. (2009). Risky experiences for children online: Charting European research on children and the internet. EU Kids Online, LSE. https://doi.org/10.1111/j.1099-0860.2008.00157.x DOI: https://doi.org/10.1111/j.1099-0860.2008.00157.x

Livingstone, S. y Helsper, E. J. (2008). Parental mediation of children's internet use. Journal of Broadcasting & Electronic Media, 52(4), 581-599. https://doi.org/10.1080/08838150802437396 DOI: https://doi.org/10.1080/08838150802437396

Livingstone, S., Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A. y Folkvord, F. (2017). Maximizing opportunities and minimizing risks for children online: The role of digital skills in emerging strategies of parental mediation. Journal of Communication, 67(1), 82-105. https://doi.org/10.1111/jcom.12277 DOI: https://doi.org/10.1111/jcom.12277

Livingstone, S. y Smith, P. K. (2014). Annual research review: Harms experienced by child users of online and mobile technologies. Journal of Child Psychology and Psychiatry, 55(6), 635-654. https://doi.org/10.1111/jcpp.12197 DOI: https://doi.org/10.1111/jcpp.12197

Madigan, S., Villani, V., Azzopardi, C., Laut, D., Smith, T., Temple, J. R., Browne, D. y Dimitropoulos, G. (2018). The prevalence of unwanted online sexual exposure and solicitation among youth: A meta-analysis. Journal of Adolescent Health, 63(2), 133-141. https://doi.org/10.1016/j.jadohealth.2018.03.012 DOI: https://doi.org/10.1016/j.jadohealth.2018.03.012

Martín-Criado, J. M., Casas, J. Á. y Ortega-Ruiz, R. (2021). Parental Supervision: Predictive Variables of Positive Involvement in Cyberbullying Prevention. International Journal of Environmental Research and Public Health, 18(4), 1562. https://doi.org/10.3390/ijerph18041562 DOI: https://doi.org/10.3390/ijerph18041562

Mata, A. y Carmiol, A. (2022), Mediación parental en el uso de tecnologías móviles en niños y niñas costarricenses: Una aproximación metodológica mixta Revista de psicología y ciencias afines, 39(3), 167-183, https://doi.org/10.16888/interd.2022.39.3.10 DOI: https://doi.org/10.16888/interd.2022.39.3.10

Méndez, M. del P., García Méndez, M. y Peñaloza Gómez, R. (2020). Escala de conductas parentales ante el uso de tecnología en adolescentes. Acta de Investigación Psicológica, 10(2), 114-124. https://redalyc.org/journal/3589/358971691010/movil/ DOI: https://doi.org/10.22201/fpsi.20074719e.2020.2.351

Milosevic, T., Laffan, D. y O’Higgins Norman, J. (2021). KiDiCoTi: Kids’ digital lives in Covid-19 times: A study on digital practices, safety and wellbeing. Key Findings from Ireland. Dublin: National Anti-Bullying Research and Resource Centre. https://www.dcu.ie/antibullyingcentre/kidicoti-kids-digital-lives-covid-19-times

Moretti, M., Molinelli, S. y Torrecilla, N. (2025). Competencias parentales y uso de tecnologías digitales en la infancia. Revista de Psicología (PUCP), 43(1), 1-18. https://doi.org/10.18800/psico.202501.006 DOI: https://doi.org/10.18800/psico.202501.006

Nuño-Gutiérrez, B. L. (2024). Adaptación y validación al español de la escala de supervisión parental. Psicumex, 14(1), 688. https://doi.org/10.36793/psicumex.v14i1.688 DOI: https://doi.org/10.36793/psicumex.v14i1.688

O’Connell, R. (2018). Online grooming and sexual offending against children: Effective prevention, investigation and evidence-based prosecution. Child Abuse Review, 27(4), 300-313. https://doi.org/10.1002/car.2508 DOI: https://doi.org/10.1002/car.2508

OpenAI. (2026). ChatGPT (versión GPT-5.3) [Modelo de lenguaje]. Utilizado en febrero de 2026 para análisis y redacción asistida.

Pacheco, B., Lozano, J. y González, N. (2018). Diagnóstico de utilización de redes sociales: Factor de riesgo para el adolescente. RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 8(16), 53-72. https://doi.org/10.23913/ride.v8i16.334 DOI: https://doi.org/10.23913/ride.v8i16.334

Pérez-Sánchez, R. y Brenes-Peralta, C. (2022). Efectos de la mediación parental, habilidades digitales, género y condición socioeconómica en el uso de internet en niñas, niños y adolescentes, Revista Electónica Educare, 26(1), 1-20. https://dialnet.unirioja.es/servlet/articulo?codigo=8070033 DOI: https://doi.org/10.15359/ree.26-1.1

Peris-Hernández M, Magento-Mateo C. (2018). Sexting, sextorsión y grooming: identificación y prevención. Ediciones Pirámide.

Romera, E. M, Ortega-Ruiz, R. Runions, K. y Falla, D. (2021). Moral disengagement strategies in online and offline bullying. Psychosocial Intervention, 30(2), 85-93. https://doi.org/10.5093/pi2020a21 DOI: https://doi.org/10.5093/pi2020a21

Roth, M., Schmidt, E. M., Lafton, T., Kapella, O. y Bărbuță, A. (2024). A developmental view on digital vulnerability and agency of children under 10 years of age. En H. Holmarsdottir, I. Seland, C. Hyggen y M. Roth (Eds.), Understanding the everyday digital lives of children and young people. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-46929-9_7 DOI: https://doi.org/10.1007/978-3-031-46929-9_7

Resett, S. (2021). Grooming online, sexting y problemas emocionales en adolescentes argentinos. Ciencias Psicológicas, 15(1): e-2397, https://doi.org/10.22235/cp.v15i1.2397 DOI: https://doi.org/10.22235/cp.v15i1.2397

Sánchez-Valle, M., De -Frutos-Torres, B. y Vázquez-Barrios, T. (2017). La influencia de los padres en la adquisición de habilidades críticas en Internet. Comunicar, 25(53), 103-111, https://doi.org/10.3916/C53-2017-10 DOI: https://doi.org/10.3916/C53-2017-10

Sánchez, L., Crespo, G., Aguilar, R., Bueno, F. J., Benevent, R. A. y Valderrama, J. C. (2015). Los adolescentes y las tecnologías de la información y la comunicación (TIC). Guía para padres Ayudándoles a evitar riesgos, Ayuntamiento de Valencia, https://digital.csic.es/bitstream/10261/132633/1/TICPadres.pdf?fbclid=IwAR3YV

Schittenhelm, C., Kops, M., Moosburner, M., Fisher, S. y Wachs, S. (2025). Cybergrooming Victimization Among Young People: A Systematic Review of Prevalence Rates, Risk Factors, and Outcomes. Adolescent Res Rev, 10, 169-200, https://doi.org/10.1007/s40894-024-00248-w DOI: https://doi.org/10.1007/s40894-024-00248-w

Suárez, A., Byrne, S. y Rodrigo, M. J. (2016). Validación de la Escala de Apoyo Parental Online (EAPO). Revista de estudios e investigación en psicología y educación, 3(1), 36-43. https://doi.org/10.17979/reipe.2016.3.1.1527 DOI: https://doi.org/10.17979/reipe.2016.3.1.1527

Sureda, J., Comas, R. y Morey, M. (2010). Menores y acceso a Internet en el hogar: Las normas familiares. Comunicar, 17(34), 135-143. https://doi.org/10.3916/C34-2010-03-13 DOI: https://doi.org/10.3916/C34-2010-03-13

Trucco, D. y Palma, A. (Eds.) (2020). Infancia y Adolescencia en la era digital: Un informe comparativo de los estudios de Kids Online del Brasil, Chile, Costa Rica y el Uruguay. Documentos de Proyectos (LC/TS.2020/18/REV.1). Comisión Económica para América Latina y el Caribe (CEPAL). https://repositorio.cepal.org/handle/11362/45212

Valcke M, Bonte S, De-Wever B, Rots I. (2010). Internet parenting styles and the impact on Internet use of primary school children. Computers & Education, 55(2), 454-464. https://doi.org/10.1016/j.compedu.2010.02.009 DOI: https://doi.org/10.1016/j.compedu.2010.02.009

Wachs, S., Jiskrova, G. K., Vazsonyi, A. T., Wolf, K. D. y Junger, M. (2016). A cross-national study of direct and indirect effects of cyberbullying on cybergrooming victimization via self-esteem. Psicología Educativa, 22(1), 61-70. https://doi.org/10.1016/j.pse.2016.01.002 DOI: https://doi.org/10.1016/j.pse.2016.01.002

Whittle, H., Hamilton-Giachritsis, C., Beech, A. y Collings, G. (2013). A review of online grooming. Aggression and Violent Behavior, 18(1), 62-70. https://doi.org/10.1016/j.avb.2012.09.003 DOI: https://doi.org/10.1016/j.avb.2012.09.003

Wurtele, S. K. y Kenny, M. C. (2010). Partnering with parents to prevent childhood sexual abuse. Child Abuse Rev., 19, 130-152. https://doi.org/10.1002/car.1112 DOI: https://doi.org/10.1002/car.1112

Yubero, S., Larrañaga, E., Navarro, R. y Elche, M. (2018). Padres, hijos e internet. Socialización familiar de la red. Universitas Psychologica, 17(2), 1-13. https://doi.org/10.11144/Javeriana.upsy17-%202.phis DOI: https://doi.org/10.11144/Javeriana.upsy17-2.phis