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Children ’s media socialisation: parental concerns andmediation in Iran
Melika Kordrostami a, Akshaya Vijayalakshmi band Russell N. Laczniak c
aJack H. Brown College of Business and Public Administration, Marketing Department, California State
University, San Bernardino, San Bernardino, CA, USA; bMarketing Area, Indian Institute of Management Ahmedabad, Ahmedabad, India; cJohn and Connie Sta fford Professor of Business, Iowa State University,
Ames, IA, USA
ABSTRACTChildren ’s media socialisation, parental concerns, and mediation styles have been studied mainly in the US and Europe. The present
research aims to extend media socialisation theory by investigating children ’s media behaviour and parental concerns and mediation
styles in Iran, and then to compare the findings with the research based on parents in Western countries. Based on in-depth interviewswith parents from Iran, we put forth propositions and a media
socialisation model. We find that parental concerns and behaviour are in fluenced by their cultural practices and expectations, govern- ment regulations, and media dominant in the local region.
ARTICLE HISTORYReceived 21 March 2017 Accepted 20 July 2018
KEYWORDSMedia consumption; Iran;socialisation; children;Middle East; consumer culture theory
General background
The notion that parental actions (or mediation) in fluence children ’s (media) consumption
has been established for various countries including the United States (Carlson & Grossbart,
1988 ), Mainland China (McNeal & Ji, 1998 ), Hong Kong, Taiwan, New Zealand (McNeal,
Viswanathan, & Yeh, 1993 ), United Kingdom (Ritson & Elliott, 1999 ), and Japan (Rose, Bush, &
Kahle, 1998 ). As can be deduced from the countries listed above, there is limited knowledge
about how parents attempt to shape children ’s views and uses of the media in the Middle
East, particularly in Iran. Iran is a country set apart from many other countries in the world
because of its regulations and culture. These factors are likely to in fluence the nature of
parents ’concerns, which in turn impact their mediation (Austin, Bolls, Fujioka, &
Engelbertson, 1999 ). Therefore, the current paper studies the link between local environ-
ment, parental concerns and mediation techniques, thus extending parental media socia-
lisation theory to Iran. We use existing narratives on parental media socialisation to develop
and build our findings on Iran. We demonstrate (via our data) that because of the di fferences
in regulation (hence available media and parents ’knowledge) and culture, parents in Iran
view the world di fferently than US parents –thus, Iranian parents have di fferent media
concerns. Consequently, they mediate TV in established and unique ways.
Almost all Iranians watch television and on average watch approximately two hours
every day (Jafari & Goulding, 2008 ). This is notably lower than the five hours per day that
CONTACT Melika Kordrostami [email protected] Jack H. Brown College of Business and Public Administration, California State University, San Bernardino, 5500 University Parkway, San Bernardino, CA 92407, USA
JOURNAL OF MARKETING MANAGEMENT2018, VOL. 34, NOS. 9 –10, 819 –840 https://doi.org/10.1080/0267257X.2018.1515784
© 2018 Westburn Publishers Ltd. Americans watch (Harden, 2016 ). Importantly, a signi ficant number of Iranian TV chan-
nels are broadcast via satellite. While the Iranian government attempts to jam the
transmission of such channels (A Small Media Report, 2012 ), many families view them
stealthily. Since these popularly consumed channels are watched illegally, neither rating
systems nor government recommendations are available. This means that parents have
to rely on other sources to determine what kind of media content is appropriate for their
children. Parents in Western countries rely on a vast range of knowledge sources from
government policies and regulation to programme ratings to information dispersed by
Pediatrics journals (Gentile & Walsh, 2002 ). Given the lack of such support in Iran, this
study explores whether parental socialisation e fforts (regarding media) have the poten-
tial to be vastly di fferent as compared to countries where satellite television is more
openly available. Moreover, Iranian (vs. Western) society is considered to have a more
interdependent (vs. independent) view of the self (Markus & Kitayama, 1991 ). In cultures
with an interdependent view of self, the self is de fined as part of a bigger social
relationship. As a result, elders in the family (other than parents) are thought to have
a stronger impact on a child ’s upbringing than they do in many other countries around
the world. Consequently, it is likely that family elders along with parents might in fluence
a child ’s media socialisation. A child ’s media socialisation in fluenced by multiple care-
givers has not been well studied.
The present paper attempts to determine how the regulatory and cultural di fferences
of Iran in fluence the type and extent of parental concerns and mediation of children ’s
media. In this vein, this paper reports the findings of a qualitative study of Iranian
parents. Based on data gathered in this study, the paper presents a set of nine proposi-
tions and an updated media socialisation model that aims to capture the environmental
and regulatory environment, which in fluences parents ’behaviour.
Literature review
The signi ficance of an Iranian viewpoint
Marketing researchers consider Iran to be an ‘enigmatic political and marketing system
(Shultz, Peterson, Zwick, & Atik, 2013 ,p.87). ’Studying Iran ’s market can help researchers
develop a better understanding of other Muslim countries as religious values have been
shown to in fluence media production, consumption, and lifestyle in general. Also, Iran is an
attractive target market because of its hugely untapped young population (5.6 mn under
the age of 35 (Jafari, 2007 )) and critical geographical location (Hargreaves, 2016 ). Iranians are
familiar with global brands and appear ready to embrace new companies that enter Iran
(Brownswell, 2015 ). For instance, Carrefour Supermarket in Tehran, Iran ’scapital,hastapped
into consumers ’need for organised larger supermarkets as compared to the unorganised
smaller shops in bazaars (Brownswell, 2015 ). Finally, Iranians demonstrate a strong commit-
ment and loyalty to family and friends (Javidan & Dastmalchian, 2003 ). Taking care of family
needs usually precedes taking care of personal needs. A survey by the Islamic Republic of
Iran Broadcasting found that a majority (94%) of the viewers rated family as ‘very important ’
(Azadarmaki, 2008 ). Dependence on the family is encouraged (Fernea, 1991 ). Children
receive attention from both parents and other family members and grow up with the
security that they can rely on their extended family to resolve most issues. Families have a
820 M. KORDROSTAMI ET AL. clear patriarchal and hierarchical structure with the father occupying the power position
(Javidan & Dastmalchian, 2003 ). This is in contrast to Western cultures with an independent
view of self (Markus & Kitayama, 1991 ). Thus, developing an understanding of parental
socialisation e fforts in Iran may o ffer researchers an opportunity to better generalise
findings to other countries with a culture similar to Iran.
Iranian TV environment
As suggested above, in Iran there are two main groups of TV stations. One group includes
government-owned channels that o ffer entertainment (TV series, movies, comedy shows,
and children ’s shows), news, educational shows, and local programmes. Programmes aired
on these stations are broadcast in the Persian language (Farsi) and are produced mainly in
Iran. These channels (free and available for all) are watched by a large number of Iranians,
many of whom do not deem them to be credible (Dehghan, 2009 ). This is the case because
these channels adhere to the strict religious programming code set by the state (Dehghan,
2009 ). The second group of television channels includes the 120-plus Persian-language
satellite channels that are broadcast by di fferent organisations based outside of Iran. Two
of the most well-known channels are BBC Persian and Voice of America Persia. Importantly,
having a satellite receiver is strictly forbidden by the Iranian government and viewers can
be penalised for having one (Shirazi, 2010 ). Nevertheless, approximately half the popula-
tion has access to satellite receivers (A Small Media Report, 2012 ). Many channels that
broadcast via satellite have been deemed to be illegal because the government considers
them to be a threat to Islamic religious values and national security; they believe that the
programmes can corrupt and have an immoral in fluence on the society (Shirazi, 2010 ).
Iranian police have attempted to con fiscate illegal dishes by entering people ’shomes.
However, e fforts to stop people from watching satellite channels have been mainly
unsuccessful (Perry, 2008 ).
Younger Iranians are more likely to use the Internet and mobile cell phones whereas
satellite TV is favoured by many families (Shirazi, 2010 ). Iranian families are similar to
their Western counterparts regarding their preference for TV. However, unlike the
illegal –legal tussle for channels in Iran, TV channels in the Western countries are
available legally in an environment facilitating an informed choice for parents. A combi-
nation of the above reasons (i.e. interdependent culture and illegal TV consumption)
could lead to di fferent parental supervision of children ’s media consumption. This
similarity and di fference provide a background for studying media socialisation.
Theoretical considerations
Children gain ‘skills, knowledge, and attitudes relevant to their functioning in the market-
place ’(Ward, 1980 , p. 380) by a process called consumer socialisation. Media socialisation
studies the ways by which children access media and develop skills to choose what media to
consume. Parents monitor the environment to understand the threats and opportunities to
their children. In the process, they develop certain beliefs and concerns about media and
media content (Austin et al., 1999 ). Consequently, parents develop a variety of strategies to
mediate/in fluence children ’s activities (Nathanson, 1999 ). Mediation activities are actions
that parents use to manage children ’s media behaviour. Three styles of parental mediation
JOURNAL OF MARKETING MANAGEMENT 821 have been identi fied in the previous literature: active mediation, co-viewing, and restrictive
mediation (Nathanson, 1999 ; Valkenburg, Kramar, Peeters, & Marseille, 1999 ). Parents ’
mediation activities in fluence children ’s media use. Based on the findings, we study
media socialisation in Iran by focusing on how parental concerns are developed, what
those concerns are, the activities parents undertake to address them, and the impact of such
actions on children.
Another theory that explains media choice in the mass communication literature is
uses and grati fication theory (UGT) (Ruggiero, 2000 ). This theory posits that consumers
actively choose media options, rather than being passive receivers. Moreover, UGT
claims that consumers have needs that they try to satisfy by actively selecting speci fic
media. This theory assumes that consumers have enough knowledge and skills to
understand their own needs, media habits, and di fferent options to satisfy the needs
(West, Turner, & Zhao, 2010 ). Since the current research focuses on children, who might
not necessarily be capable of understanding their own media habits and the ways to
satisfy their needs, UGT was not chosen as the theoretical framework.
Parental concerns regarding media
As explained in the above sections, parents have a signi ficant impact on children ’s media
socialisation. Parents have di ffering perspectives regarding the e ffect of media on children.
Some parents might consider TV as a babysitter imparting important social and family
values to their children. However, other parents might find the same programmes to
communicate negative learning and behaviour in their children (Van der Voort, Nikken, &
Van Lil, 1992 ). Overall, the potential concerns that parents have about media consumption
include aggressive and sexual content that may lead children to become fearful and
engage in illegal and/or risky behaviours (Cantor, Stutman, & Duran, 1996 ; Anderson &
Hanson, 2009 ). Previous research has shown that parents ’concerns regarding media
impact their mediation activities. For example, when parents have beliefs that TV induces
negative behaviour they are more likely to choose restrictive mediation (Valkenburg et al.,
1999 ). The concerns arise from parental beliefs about right/wrong and are rooted in
cultural norms of the country and those imposed by the state (Kirwil, 2009 ). For instance,
in an interview as part of the documentary film, The Dish, a viewer suggests that when a
satellite dish is being installed in a household, the family often requests that the ‘immoral ’
channels be blocked (Shirazi, 2010 ). What action or behaviour counts as moral or immoral
varies from culture to culture (Reuters, 2017 ). Interviews with parents in Iran will explore
similar questions on media content and media e ffects.
RQ1 : What are the concerns of Iranian parents regarding media targeted at children?
Parental concerns regarding advertising to children
Parental concerns regarding ads targeted at their children are studied independently from
TV programmes as parents tend to have di ffering views on both (Carlson & Grossbart, 1988 ).
That is, a parent with a critical attitude towards TV programmes might be less concerned
about the in fluence of TV advertising. Parental views on ads in fluence how they interact
with and educate their children about the commercial persuasive messages. For instance, a
822 M. KORDROSTAMI ET AL. parent who holds more negative opinions towards ads might consider it their responsibility
to teach their children how to fend o ffthe persuasive attempts (cf. Carlson, Laczniak, &
Walsh, 2001 ). While it has been suggested that ads increase parent –child con flict, such
effects are weaker in families that discuss marketing and consumer issues (Buijzen &
Valkenburg, 2003 ). Similar to TV programmes, research in the US has found that parents
are more concerned about the sexual vs. violent content of ads even though it has been
argued that violent ads may increase aggressive cognitions in children (Brocato, Gentile,
Laczniak, Maier, & Ji-Song, 2010 ). Many parents, especially those in countries, such as China
and Belgium, want ads targeted at children to be banned since they believe that advertising
to children would encourage them to want products that they don ’t need (Young, de Bruin,
&Eagle, 2003 ). Parents from other countries, such as New Zealand, UK, and Australia tend
not to be supportive of such a ban (Oates, Newman, & Tziortzi, 2014 ). It appears that a
country ’s dominant beliefs and values in fluence parental attitudes. Therefore, we explore:
RQ2 : What are the concerns of Iranian parents regarding ads targeted at children?
Parental mediation
Activities that are used by parents to manage children ’s media use are known as parental
mediation (Nathanson, 1999 ; Valkenburg et al., 1999 ). Restrictive mediation involves parents
setting rules and limits for their children ’s TV viewing. Studies show that parents with
negative perceptions of TV viewing are most likely to use restrictive mediation
(Valkenburg et al., 1999 ). Active mediation involves parents explaining the scenes on TV
to the child either while watching the show or at a later time. Parents who believe that TV
can o ffer harmless entertainment and/or educational opportunities are more likely to use
active mediation (Nikken & Schols, 2015 ). Such households are likely to have fewer TVs in the
home and fewer pieces of sedentary equipment (e.g. computers for gaming) (Pearson,
Salmon, Crawford, Campbell, & Timperio, 2011 ). Lastly, co-viewing occurs when parents and
children watch TV together. Co-viewing can be active or passive in nature (Nathanson,
2002 ), i.e. parents have a conversation with their children on the TV content being viewed or
quietly consume it alongside them. Parents who believe TV has a positive in fluence on their
children are more likely to co-view TV programmes. An interdependent view of self and
unique cultural background may in fluence parental concerns and hence their mediation.
Therefore, we explore:
RQ3 : What are the mediation strategies employed by Iranian parents to manage their
children ’s media consumption?
Children ’s media consumption
Media consumption is de fined as a consumer ’s media usage pattern including timing
and duration of viewing as well as the type of the media used for viewing (e.g. TV,
tablets). Media consumption is likely to be dependent on the country, family income,
technology access, and local media regulations (Buckingham, 2008 ; Wartella, Rideout,
Lauricella, & Connell, 2014 ). Research shows that European countries di ffer in the media
that parents make available to children (Livingstone & Bovill, 2013 ). In some countries,
such as Spain, there is a strong focus on national TV and reduced use of new media. In
JOURNAL OF MARKETING MANAGEMENT 823 others, such as Belgium, children have access to di fferent TV channels, and they typically
use new media technologies. In the Netherlands, children have access to new technol-
ogies that often provide alternative media outlets (and thus, they rely less on TV). Finally,
parents in some countries, like the UK, have a strong focus on TV, but also provide
children with access to the Internet (Livingstone & Bovill, 2013 ). Children use media to
form their social identities. Therefore, there is a mutual relationship between culture and
media consumption (McRobbie, 1991 ). Previous research has shown the importance of
media consumption by children for their health and behaviour. For example, increased
media consumption can lead to aggression, sexual behaviour, substance use, disordered
eating, and academic di fficulties (Strasburger, Jordan, & Donnerstein, 2010 ).
Adi fference in family values leads to di fferent levels of media consumption by children
(Villani, Olson, & Jellinek, 2005 ). Family values, in turn, tend to be in fluenced a great deal
by the local culture (Smolicz, Secombe, & Hudson, 2001 ). For example, in ‘family-oriented ’
cultures, such as Asian countries, children have less private media time and a ‘media-rich
bedroom culture ’is not common unlike in countries, such as UK (Buckingham, 2008 ).
Given the under-researched culture of Iran, our research question focuses on Iranian
children ’s media consumption patterns. This information can be used to better under-
stand the behavioural, emotional, and cognitive impact of media on children.
RQ4 : What are Iranian children ’s media consumption patterns and what factors in fluence
these patterns?
Research methods
Participants and procedure
A grounded theory approach was used to find out the commonalities and di fferences
between existing narratives and Iranian parents ’media socialisation e fforts. This
approach is a suitable method for the research questions in this study because of the
limited prior knowledge about the Iranian consumer socialisation process (Glaser &
Strauss, 1967 ). The other advantage of a grounded theory approach is the opportunity
to adopt a fluid, interactive, and open-ended research process where the research
problem in fluences the choice of data collection and analysis, thus providing researchers
a chance to be part of what they study and conclude (Charmaz, 2006 ). As a result, in-
depth interviews and participant observation were used to collect data for this research.
Since the present research attempted to better understand media consumption habits
and parental mediation in families, it was essential for the researchers to gain participants ’
trust (to o ffer reliable responses). It was feared that, especially in Iran where satellite TV is
banned (A Small Media Report, 2012 ), participants might be reluctant to truthfully share
information about their TV viewing habits to the researchers. One of the authors (also the
interviewer) who was of Iranian descent attempted to build trust with the participants in
two ways. First, since the participants were recruited via snowball sampling, many of them
were acquaintances of the author or referred to by someone both the interviewer and
interviewee trusted. The Iranian parents knew that the first author was not connected to
government agencies, so they felt comfortable sharing their TV viewing habits. Second, in-
depth interviews are known to build intimacy and trust between researcher and partici-
pants; hence this method suited the research questions (Jafari & Goulding, 2013 ).
824 M. KORDROSTAMI ET AL. An interview guide was created in which topics, their sequence, and wording were
speci fied in advance. This made data from the interviews systematic, comprehensive, and
comparable. Further, it helped avoid the pitfall of omitting essential topics inadvertently.
Participants were from middle-class families, which is representative of the local societies.
Interviews were conducted with nine Iranian parents (living in an urban area in north Iran)
with each interview lasting between 45 and 90 min. The interviews were mostly con-
ducted in the homes of the parents. Parents with children between the ages 8 and 12
were selected, as parents still have a signi ficant in fluence on the children of these ages
(Livingstone & Helsper, 2008 ). Further, children in this age group (vs. 5 –7 years old)
understand advertising and its persuasive intent better but still need support to recognise
them (Brucks, Armstrong, & Goldberg, 1988 ). Parents interviewed were all mothers, mostly
married, mainly homeowners, and had one or two children (See Table 1 ).
Interviews covered the impact of media content and commercials on children, parental
mediation, and media consumption patterns. Al l the interviews were performed face-to-face
and audio-recorded. Inte rviews were conducted in Persian (Farsi) by the first author. They were
transcribed and translated into English. Ad elicitation technique was also used to generate
further discussion on advertising content and mediation (Coulter, Zaltman, & Coulter, 2001 ).
The commercials used were the Betty White ’sSnickersad,theMarioBrothersSuperSmash
videogamead,andtheWhac-a-Molearcadegamecommercial.TheadswereinEnglishand
not familiar to the participants. Iranian partic ipants are familiar with watching and responding
to English ads because they are exposed to such ads on satellite channels. Moreover, they are
familiar with the products in the ads as they are available in Iran ’smarket.
Immediately after every interview (upon leaving the participant ’s house), summary
sheets were prepared. The summary sheet had six questions including, ‘what were the
main ideas discussed around parental involvement with media? ’Later (and before the next
interview), the interviewers heard the recorded interview in full and compiled notes. Data
was coded following the interests in research questions (McCracken, 1988 ). Coding is
‘reducing data into meaningful segments and assigning names for the segments ’
(Creswell, 2017 , p. 148). Several themes emerged upon analysing the codes. Based on the
emerged codes and themes, when the interviewer felt that no new information was being
gathered, the data collection was halted.
The interviews were transcribed by the interviewer herself to maintain consistency and
prevent unintentional loss of information. The participants ’responses were organised based
Table 1. Demographic information about participants.
Name Education Employment Spouse ’s education Spouse ’s employment House Children athome Interviewedchild ’s grade
Peyvand AD Unemployed CG Self-employed Rent M(8), F(2) 2nd Shahrzad CG Employed CG Employed Own F(4), F(10) 4th Fariba High School (HS) Unemployed HS Self-employed Own F(24), F(22), M(10) 4th
Rosa HS Self-employed HS Self-employed Rent F(8) 4th Ghazaleh HS Unemployed CG Employed Own F(16), M(12) 6th Behnaz HS Unemployed CG Self-employed Own M(21), M (11) 5th
Yeganeh CG Unemployed AD Employed Own F(11) 5th Neda CG Employed AD Employed Own M(10), M(4) 4th Sahar AD Employed AD Employed Own F(3), M(10) 4th
Note: All families owned at least one car, some owned two. All interviewees are given pseudonyms.
JOURNAL OF MARKETING MANAGEMENT 825 on the research questions the paper attempted to answer (McCracken, 1988 ). The reactions
were repeatedly read, comparisons were made, and conclusions were drawn. Through
repeated comparative analysis and successive levels of abstraction (Glaser & Strauss,
1968), we were able to move beyond description to generate theory. Discussions from
the interviews are presented in the following section. Based on these discussions, proposi-
tions were developed which are presented at the end of each section. ‘Grounded theory can
be presented either as a well-codi fied set of propositions or in a running theoretical
discussion, using conceptual categories and their properties ’(Glaser & Strauss, 1967 ,p.
31). Therefore, as a theoretical contribution, we o ffer propositions which help advance a
model of media socialisation.
Findings
Parental concerns regarding media
Culture clash
Iranian parents agreed that media in fluenced their children. In Iran, the primary concern
was regarding the TV programme content being inconsistent with traditional household
values. Iran is a traditional Islamic society and having intimate relationships outside of
marriage is not widely accepted (such relationships are a recurring theme in many TV
shows broadcast by satellite TV channels). The presence of the Internet, an increased
number of women graduating from college, and satellite TV channels are promoting a
shift in traditional attitudes and values. Although there is a gradual change in attitudes,
dating, divorce, and being single (after a certain age) are frowned upon (Zadeh &
Moza ffari, 2014 ). Iranian parents see TV as a cultural change agent, in fluencing their
children ’s views of household practices, such as mealtime settings, family structure,
membership, family values, and identity (Chitakunye & Maclaran, 2014 ). Although satel-
lite channels and programmes are preferred among Iranian adults, they do not want
their children to be exposed to the same. Shahrzad, mother of an 8-year-old girl, feels
that:
Those soap operas are not good for her. If we were living in another country my opinion
would be di fferent. But here we have a di fferent culture, we are more traditional in Iran. I
don ’t want things that she learns from society that would be di fferent from the things she
learns from TV. . .you know what happened the other day. . .she came to me asking mom
what does it mean to be unfaithful. At that very moment I knew this is the time for her to
stop watching those TV series. I felt guilty and stopped it.
Shahrzad expressed her concern about the in fluence of the show while not judging the
show per se. Her concern is that the information from the show is not consistent with
what is taught at school or expected by the society. Fariba, the mother of a 10-year-old
boy, expressed similar views:
In general, I don ’t like to restrict him but I have to do so because we live in Iran. My kid
hasn ’t seen these things before. Let me tell you a very funny story. . .We travelled to Spain
and I took him to the pool. . .I saw him looking frustrated. . .He didn ’t want to come with us.
He ran away. . .I asked him- why did you run away? He said you mom always told me if I run
into someone who is changing [their clothes] I should not look and I should turn back. So
those people were all in their underwear [bathing suits]. . .We live in a society that has been
826 M. KORDROSTAMI ET AL. restricted so our kids have not been exposed to this kind of stu ff. . .We have a traditional
family. . .I feel like if he doesn ’t see these things (on TV) it is much better for him.
Parents in Iran live in a dilemma of exposing their children to Western media content, which
they believe will prepare them for life, on the other hand, they are worried that the cultural
inconsistencies that children view in these programmes will impact them negatively.
Violence
Iranian parents were concerned about violent content, i.e. content with blood and gore on
TV. They did not express concerns about cartoon-based violence. They suggested that such
‘fantasy ’violence can be considered fun and not dangerous. These findings are consistent
with previous studies based out of the US (Brocato et al., 2010 ) that American parents are
also not concerned with cartoonish and fantasy violence. As one of the parents mentioned
to us:
He likes action cartoons, like Ben10. Ben10 is cartoony and fantasy, so I don ’t think the
violence there is important. And Ben10 does help other people, killing aliens. So I don ’t see
any problem with that.
An unusual pattern emerged when parents were asked to comment on the three violent
humorous ads shown as part of the interview. Parents of boys did not mention (notice)
the violence in the ads. They mostly commented on the product or the element of
humour in the ad. When we asked follow-up questions about the violence in the ad,
they unanimously mentioned that the violence was not severe or impactful; Peyvand,
the mother of an 8-year-old boy:
He is going to like all these TV ads. Because he likes the Snickers chocolate. The second one
he likes the dinosaurs, and the third one because he likes this game. . . I think these ads were
appropriate and interesting. I don ’t see any problem with this. Being shoved is interesting
for little boys, it gets them excited.
On the contrary, Rosa who has an 8-year-old daughter, said: ‘These were violent ads. They
were hitting each other. I don ’tfind it interesting. I don ’t think Ava will like this. ’It appears
that parents with a female (vs. male) children perceived content di fferently. Parents of girls
are more likely to believe their daughters will not enjoy the violence in the media.
However, parents of boys either did not recognise the violence or when they recognised
the violence they believed their son was going to like it. Previous research has shown that
it is more likely that mediation activities will be used with girls than boys (Livingstone &
Helsper, 2008 ). It appears that this di fference is visible among Iranian parents as well.
Further, Iranian parents were concerned that their children might be intimidated by
violence. A majority of Iranian parents mentioned that exposure to violence instilled fear
in their children. Fariba, the mother of a 10-year-old boy, shared:
He wanted to watch violent action movies, I let him watch two-three times but then he
could not sleep at nights. He could not sleep alone. Even now I have to sleep in his room so
he can go to sleep. I ’m 100% sure watching those violent movies impacted him a lot.
The reason children are more likely to be frightened in Iran could be that the children
have been exposed to more real-life violence than children in Western countries. Public
executions are frequent in Iran, and Iran ’s government has one of the highest numbers
JOURNAL OF MARKETING MANAGEMENT 827 of killings per year (Associated Press, 2014). Further, Iran went through eight years of war
with Iraq from 1980 to 1988, and the psychological consequences of this war are still
noticeable –research has suggested that war can negatively impact the mental health of
a society and can increase risk factors for trauma-related psychological problems in
children (Murthy & Lakshminarayana, 2006 ).
Research in the US also showed that viewing aggressive content leads children to
show aggressive behaviour. Such concern is consistent with previous research which
shows that violence can impact children ’s behaviour, cognition, and emotions
(Anderson, Gentile, & Dill, 2012 ). However, Iranian parents ’concerns about aggressive
content are mostly about children getting frightened.
Even when some Iranian parents noticed that their children might show aggressive
behaviour, they didn ’t consider that harmful. Interestingly, parents mentioned children
might imitate the aggressive behaviour they see in the media (kicking, throwing stu ff,
etc.). But they don ’t intend to harm others, and this is just part of their routine
behaviours as children. As Ghazaleh, the mother of a 12-year-old boy told us:
Now kids are lonely, and they don ’t have anyone to practice this stu ffwith. I totally
remember it with my brother, playing this kind of stu ffwith their cousins. In the school I
see Ashkan does these things [kicking other kids]. He wants to practice what he saw in the
wrestling on the other kids in school. Not because he wants to hurt them, this is some kind
of game for them, they are friends and this is how they play.
This is an interesting finding which takes us to the de finition of aggression. In the
literature, aggression is de fined as ‘any behaviour directed towards another individual
that is carried out with the proximate (immediate) intent to cause harm. Also, the
perpetrator must believe that the behaviour will harm the target and that the target is
motivated to avoid the behaviour (Bushman & Anderson, 2001 , p. 274). ’Parents do not
show concern when the actions of their children are not intended to harm others which
is consistent with this de finition. However, parents in western countries did not distin-
guish between violent acts based on whether they were designed to be harmful or not.
Some Iranian parents (mostly parents of boys) consider watching violence as a way to
make their children more masculine. Parents mentioned the concern that their sons are
shy, not con fident, and do not stand up for themselves. They think violent content in
media might help their children (boys) ‘man-up. ’An example of using violent content as
an agent for masculinity was mentioned by Peyvand, the mother of an 8-year-old boy:
I think he doesn ’t have enough con fidence. Sometimes he comes home saying the other
kids hit me. We tell him why haven ’t you hit them back? He answers no! Teacher said we
should not hit each other. His dad insists to him a lot that he should defend himself. He is
strong, he knows Kung Fu, but outside of the house he is very shy. Maybe TV violence and
Xbox would help?
Parents in Iran were mostly concerned about violence in video games rather than TV. As
governmental TV is heavily censored and satellite TV mainly shows soap operas or
drama series, portrayals of violence that concern parents are more recurrent in video
games. As mentioned by Peyvand, the mother of an 8-year-old boy:
There is lots of hitting and violence happening in these kinds of games. Sometimes it a ffects
him. When he was playing zombie games, he has become very scared; he couldn ’t even go
to the bathroom alone. It took me one year to make him forget about it. Now I ’m still very
828 M. KORDROSTAMI ET AL. concerned. He gets very very excited when playing these games. It is like he identi fies a lot
with the characters.
Or as Neda, the mother of a 10-year-old boy, says not only playing violent video games
but playing any video game makes her son anxious:
What worries me is playing Xbox. Although he doesn ’t play Xbox much, only on some
weekends, but still I think it makes him anxious. He only plays football on Xbox; he doesn ’t
have any violent games or any other games. . . Even if it is only football I see him getting
anxious, he gets headaches, he shouts.
Sex
Although parents did not approve of sexual content in Iran, they did not mention it as often
as they discussed their concerns about cultural clash and violence. The media which is
available to children in Iran does not include explicit sexual content. Governmental media is
strictly censored, and satellite TV is catered to the Iranian audience. Based on the interviews,
it appears that the de finition of sexual material (e.g. scenes of kissing, lying in bed) is similar
with Western de finitions. Parents talked to us about their increased concern about violent
rather than sexual content in the media. As Peyvand, the mother of an 8-year-old boy
mentioned:
I don ’t have problem with him watching kisses on the TV, I tell him look this two people like
each other and that is why they kiss, but I don ’t like him watching violence.
Parents, such as Peyvand believe that as long as the behaviour which is portrayed in
media is natural, it is not harmful to their children to view it. However, they didn ’t want
their children to believe violence is a norm. Few parents mentioned their concern about
sexual content. For example, Fariba, the mother of a 10-year-old boy, said:
There are some channels which show sexual stu ffand he is not allowed to watch them.
Even with the TV in his room those channels are blocked.
In summary, parents in Iran have concerns about the e ffects of media consumption on their
children. Iran ’s interdependent construal of self is evident again on the kind of concerns
parents have about TV programmes. They worry that the satellite TV programmes are not
‘connected to the social context ’(cf. Markus & Kitayama, 1991 ). The concern of portrayals
which clashed with cultural values was the most repeated among Iranian parents. The
cultural di fferences were also manifest in their concern about the in fluence of sexual and
violent content. The major di fference between Iranian parents and their Western counter-
parts is that Iranian parents were concerned about their children getting frightened rather
than aggressive after viewing violent content. Also, some Iranian parents use violence in
media as an agent to increase masculine behaviour in their sons. Finally, parents in Iran are
concerned about sexual content but not to the same extent as violence. This is another
difference as parents in the West are more concerned about children ’sexposuretosexual
rather than violent content (cf. Brocato et al., 2010 ). The reason is that the sexual portrayals
in the available Iranian media are not as explicit. Finally, we speculate that the impact of that
war might have on parents ’views of violence and its e ffects. Iranians who have (and
continue to) witness(ed) violence from close quarters are likely to be more fearful of it (vs.
its in fluence on aggressive behaviour). Based on the above discussions, we present the
following propositions.
JOURNAL OF MARKETING MANAGEMENT 829 Proposition 1 : Iranian parents ’media concerns revolve around inconsistent cultural
influences, and impact of violence and sex; while the primary focus is on values
espoused by TV programmes contradicting cultural values.
Proposition 2 : Iranian parents ’objection to media violence is due to concerns of
children being frightened; which is di fferent from parents in Western countries whose
opposition is due to the potential of their children becoming aggressive after viewing
media violence.
Proposition 3 : Parents in Iran use violence in media as an agent to strengthen mascu-
linity in boys.
Parental concerns regarding advertisements
Some parents in Iran were likely to believe that their children did not like ads, did not
pay attention to ads, and often changed channels whenever ads come up on TV. Fariba,
the mother of a 10-year-old boy, suggested:
We don ’t like ads. I know Amirabbas also doesn ’t like ads. He will switch the channel when
ads are up.
Children ’s attitudes towards ads are likely to stem from parents not assigning much
signi ficance to advertising. For instance, Sahar, mother of a 10-year-old boy, shared her
thoughts on advertising:
I haven ’t seen any ad that would concern me. . .ads are very general and similar to each
other. . . both in governmental TV and satellite channels ads are OK.
While most of the parents appeared to have little overall concern about ads, some
parents believe ads in fluenced their child ’s consumption behaviour. For example,
Peyvand, the mother of an 8-year-old boy, explained how exposure to ads had a ffected
her son adopting behaviours that she considered odd .
Ads have lots of impact on him. For example, there was this painting stu ffwhich is mostly
used by girls [in Iran], but in this commercial, he saw some boys using it, and he insisted
that I will buy it for him. In Iran, it is not common that boys do that kind of painting, but as
he wanted it, I bought it for him.
Similar thoughts were expressed by Rosa, mother of an 8-year-old girl:
Commercials impact her a lot. If she sees something in the ads, she wants to have it. She
likes it. If she knows we can get it in the market here, she wants us to get it for her.
The focus in the above case appears to be on ads ’potential to in fluence purchase behaviour
vs. the content of the ad. Media in Iran has been regulated heavily and is controlled by the
government, so in general, Iranians do not appear to have been exposed to many di fferent
kinds of ads or commercial campaigns from government controlled channels. This shows an
opportunity for global organisations to use di fferent communication campaigns in Iran.
In sum, while Iranian parents ’responses towards ads were focused on consumption-
related issues, ads could lead to increasing consumerism in Iranian children. Such
findings may be a result of Iranians being exposed to fewer ads and promotional
activities than Americans.
830 M. KORDROSTAMI ET AL. Proposition 4 : Iranian parents ’ad concerns focus on increased consumption tendencies
in children.
Parental mediation
It is important to note that the TV programmes in Iran are not rated (e.g. TV-14, TV-MA)
while they are in the United States. The ratings include recommendations on age
appropriateness, the inclusion of violent and sexual content, and thus provide parents
with information to decide without having to watch a show. Given the lack of such
informational support in Iran, the responsibility of choosing and mediating programmes
falls entirely on the shoulders of the parents. As a result, the interviews with Iranian
parents focused not only on ways they mediated media consumption but also on how
they selected programmes.
Within the current sample of Iranian parents, the dominant type of mediation appears
to be restrictive mediation. For example, this is how Shahrzad, a mother of an 8-year-old
girl, described her e fforts:
We blocked those channels. My husband and I were worried that she is watching too much
cartoons. Persian Toons and GEM Junior were showing cartoons 24 hours 7 days a week. I
was getting worried. So we deleted those channels.
Shahrzad also explained that she didn ’t watch cartoons herself, because she didn ’tlike
watching them, nor did she talk to her daughter when the show was on. Similarly, Fariba
instructed her 10-year-old son not to watch the TV serial ( ‘Fatmagul ’is a Turkish TV drama
targeted at adults and available in Iran via GEM channel). Instead of watching the show,
Fariba asked her son to go to his room or play outside. In this case, Fariba did not o ffer any
reason on why her son shouldn ’t watch the show. Parents not providing reasons for a rule or
restriction are one of the leading characteristics of restrictive mediation (Valkenburg et al.,
1999 ). In fact, when her son questioned her why he shouldn ’t watch the show, Fariba
directly responded by saying it was not for young children and o ffered no further explana-
tion. In the above scenario, Fariba made a decision to restrict based on the content of the
show while Shahrzad limited based on time spent watching TV. In both cases, parents made
a decision using speci fic self-developed heuristics. Previous research showed that restrictive
mediation is used mostly by authoritative and authoritarian parents (Eastin, Greenberg, &
Hofschire, 2006 ) and Iranian parents tend to mainly endorse the authoritarian style (which is
consistent with other collectivist societies –Rudy & Grusec, 2006 ).
Interestingly, some parents were concerned about the ‘boomerang e ffect ’of being
overly restrictive. Such an e ffect occurred when the intended mediation caused a back-
lash. Researchers believe that excessive restrictions might increase curiosity in children
and in fluence them to seek out restricted content at other venues like a friend ’s house
or on occasions when a parent is not around (Valkenburg et al., 1999 ). Thus, by
foreseeing a likely boomerang e ffect from being overly restrictive, some parents took
steps to minimise the possibility of such a response. For example, Rosa, mother of an 8-
year-old girl in Iran, mentioned:
Some TV series about boyfriend/girlfriend I don ’t want her to watch. Because we live in Iran.
I don ’t like it showing parents kissing each other on TV. I don ’t like her to watch this stu ff,
but anyways she watches them. Because I don ’t want to restrict her. I think if I restrict her
JOURNAL OF MARKETING MANAGEMENT 831 she will become more eager to repeat that behaviour. So I let her watch, but then I tell her
our culture and costumes are di fferent from this.
In the above scenario, Rosa is concerned that restrictions will not just result in her daughter
seeking out the content but also engage in similar behaviour. While Rosa wants to restrict
the material out of fear of her daughter ’s rebelling she allows her to watch it while
communicating that she disapproves of the content. Such mediation has been labelled as
active mediation. Active mediation also provides parents with ‘teachable moments ’to
explain to their children how behaviour on TV contradicts their ideals. Sahar, who has a
10-year-old son, explained how they convert co-viewing into teachable moments:
When we watch TV together, I always talk to him. I tell him to look what those guys have
done was wrong. . .that guy lied, so the bad things happened to him. . .when we watch TV
together I try to make a lesson out of it for him. I don ’t mind him watching a couple kissing
each other on TV. It is natural and at his age he should know some stu ff. Although it is not
consistent with our culture. . .I watch TV with him and if a scene comes up that two people
are kissing each other. I tell him to look darling these two people are in love. They like each
other so that is why they kiss each other and it is OK.
It appears that Iranian parents use the TV as a means to engage and educate their
children. Some parents seem to use TV to teach children what they consider to be
appropriate behaviours and personal values by pointing to content with which they
agree. While a majority of the Iranian parents seem to be engaged with their children ’s
TV viewing, there were exceptions. Behnaz, the mother of an 11-year-old boy, explained
to us that she was not as concerned about the impact of TV:
I have no concerns about TV viewing habits of Arian. . .I have no limitations for them
watching TV. I want to give them freedom. Arian has watched movies with violence, but
it doesn ’t impact him. So his watching TV does not concern me. He never imitates things
that he sees on TV. When he sees Ben10 and Batman, he asks me to buy their dresses or
swords. He tries to do those stu ff, but not with other people. He plays alone. . . sometimes I
watch TV series with him, but I fell asleep most of the time. We will talk sometime. If I don ’t
understand a scene, he explains it to me. If he doesn ’t understand I tell it to him.
These mediation styles used by parents have been established in the literature (Nathanson,
1999 ). However, the extent to which each mediation strategy is used appears to vary in Iran.
There is one more mediation style that is used by parents in Iran and has not been noticed in
the Western parents ’mediation. In this type of intervention, parents use other activities to
distract their children from media that they find inappropriate/harmful. In this style, they do
not directly confront their children about the activity they want them to stop, but parents
engage children in other activities that would distract the child from the unwanted
behaviour. We name this style, distraction mediation . An example is how Fariba talks
about involving his 10 years old son in other activities, so he will not have the energy to
play video games:
I put him in sport classes so he will use up his energy and then he will not have any energy
to play Xbox.
Or Rosa, the mother of an 8-year-old girl, that describes how they get her daughter
distracted if they don ’t want her to get exposed to speci fic media:
832 M. KORDROSTAMI ET AL. My husband is also worried. Sometimes they watch TV together. If there is a concerning
scene, he will start talking to her to distract her, or he would ask her to get him a glass of
water.
Similar to co-viewing and restriction, in this ‘distraction ’mediation parents do not explain
why the behaviour should be stopped. But they restrict the practice by engaging their
children in other activities, without making them aware that they are being restricted.
Restrictive mediation in Iran is also supplemented with occasional discussions. While
most of the parents were involved in one way or the other, some parents were not very
concerned about the impact of TV and did not feel the need to mediate. Finally, we find
that parents in Iran use the fourth type of mediation which was not discussed in the
previous literature in the Western contexts. When parents use distraction meditation,
they don ’t set speci fic rules for children ’s behaviour similar to restrictive mediation, but
they distract the child from the behaviour. The child is most likely not aware of that
speci fic media content because parents tried to hide it from him/her using this media-
tion style. Although parents sometimes talk to their children when they use this style, it
is di fferent from active mediation as parents are not providing any feedback or reason-
ing about the content that is being hidden.
Proposition 5 : Iranian parents use all the mediation styles which have been established
in the literature for Western parents with more focus on restrictive and co-viewing.
Proposition 6 : In addition to the three well-established mediation styles, parents in Iran
use distraction mediation to distract their children from unwanted behaviour.
Children ’s media consumption
In the current study, media consumption refers to a consumer ’s preferred media selection
and time of use. Interview responses show that the most commonly used type of media in
households in Iran is TV. The TV was viewed widely by every family member including the
children. All the Iranian families who were interviewed for this study had satellite receivers
in their household, although Iran ’s government has banned satellite TV.
Further, children also had access to mobile phones, tablets, and Xboxes. In Iran,
parents tried hard to keep up with the latest technologies for their children as they
believed that such access prepared their children better for the future. Behnaz, the
mother of an 11-year-old boy, told us:
Arian has mobile, laptop, tablet, TV in his room. I ’m not happy that he has all these. But
these days all kids have all this stu ff, so we have to buy them for him too –he doesn ’t have
Xbox; he hasn ’t asked for it. But my husband and I decided to buy one for him. Because all
the boys his age have it.
The interviewer noted that though some families did not seem to belong to upper-
middle class (they did not have properly working air conditioners in their house –
something considered widely necessary in Iran), they still owned the latest laptops,
tablets, cell phones, and satellite receivers. Although middle-class Iranian families are not
very well o fffi nancially, especially after the sanctions in 2008 (Farshneshani, 2014 ), they
still tried to provide their children with up-to-date technology and devices. This is in line
JOURNAL OF MARKETING MANAGEMENT 833 with previous studies that suggest that Iranian families are aware of global trends, and
staying up-to-date with these trends is considered essential (Jafari & Goulding, 2008 ).
Very few Iranian parents talked about their children using computers to play games
or do homework. This is mainly because a majority of Iranian schools do not use
computer-based educational methods (Hazari, 2015 ).
Another critical pattern that emerged regarding media consumption was the extent
of media use. Iranian children enjoyed screen time on the weekdays. On the weekends,
children spend time with grandparents or playing in parks and outdoor places. As Rosa,
mother of an 8-year-old girl, says:
On weekends, she mostly spends time with grandparents, or cousins, or aunts. . . at week-
ends she does not watch much TV because she spends time with family.
In Iran, it is common for grandparents to take care of children and contribute in
signi ficant ways in raising the grandchildren. This is further increasing because of
employment of mothers. Consequently, parents are likely to rely on grandparents to
take care of children rather than use the TV as a babysitter.
Overall, some key points emerge from interviewing parents about their children ’s media
consumption patterns. One, Iranian families, irrespective of their class, like to own the latest
electronic gizmos to demonstrate they are trendy. This has led to the immense popularity of
X boxes for children. Second, Iranian children spend their weekends in the company of their
extended family. Both these features appear to be a characteristic of interdependent view of
self. Purchasing of latest tech gizmos even when it might be di fficult to a fford one rises out of
the desire to fit in and belong. Further, spending time on the weekend with grandparents (vs.
playing videogames) signi fies the signi ficant role for ‘others ’in de fining one ’s self-identity (cf.
Markus & Kitayama, 1991 ). Spending time with grandparents in fluences how much media
children consumed. Based on the above we suggest the following propositions:
Proposition 7 : Iranian children have access to the latest variety of media technology
since parents feel pressured to keep up with the social trends.
Proposition 8 : Iranian children are likely to have low screen time since extended media
time (vs. extended family) is not used as a babysitter.
Proposition 9 : Concerning media usage, Iranian children are in fluenced by parents and
other extended family members.
Discussion
In this paper, we examine the impact of culture and regulations in Iran on media
socialisation of children between the ages of 8 and 12. Con firming previous research
(Austin et al., 1999 ), we find parental mediation is in fluenced by their concerns. These
concerns seem to be primarily in fluenced by local culture and regulatory environment,
factors that are explicitly not considered when discussing media socialisation in the
previous literature. We find that where, what, and when media is consumed re flect to a
great extent the cultural ideals of the population. Consequently, the environmental
factors resulted in unique mediation e fforts via parental concerns (see Figure 1 ).
834 M. KORDROSTAMI ET AL. Previous research has considered the di fferent factors that impact media socialisation.
For instance, parental education levels and employment status a ffect media socialisaation.
Ganzeboom ( 1982 ) showed that parents with higher education (higher intellectual and
cognitive abilities) are more likely to choose more complex media resources compared to
parents with lower education. Social status can act as a determinant of individual ’s access
to expensive and scarce media resources. Accordingly, children from higher social status
families are more likely to access highbrow media (Kraaykamp, 2001 ). Notten and
Kraaykamp ( 2009 ) showed that in addition to parents ’social background, family ’s compo-
sition also impacts media socialisation. Speci fically, in larger families and in families with
divorced parents, parents will o ffer less guidance about media. Other research has
demonstrated that the way children perceive media (television) in their world and how
they incorporate it in their everyday life depends on the country and culture that they
come from (Caronia & Caron, 2008 ). However, these papers on media socialisation have
rarely considered the regulatory or a highly interdependent cultural environment. The
present research thus o ffers an updated view of media socialisation.
This research finds that the interdependent view of self repeatedly reinforces itself, mainly
because children spend more time with their ex tended family. It appears that grandparents
and extended family members along with parents may impact children ’smediausage,while
parents mainly play such a role in Western countries. First, by spending time with other family
members on the weekend, children have lowe r screen time. This reduces the harm from
*Local Environment include social, reli gious, re gulator y and business environment
Culture Available
Media
Local
environme
nt*
Parents' concerns regarding media content and effects
Parental mediation styles
Children’s media consumption
Active mediation
Restrictive mediation
Co-viewing
Distraction mediation
Figure 1. Model of media socialisation.
JOURNAL OF MARKETING MANAGEMENT 835 continuous exposure to media (Strasburger et al., 2010 ). Second, children might receive
consistent or contradictory signals regardin g media usage. When the number of caregivers
increases there is a potential for con flict between mediation styles. Research shows that
consistency in mediation is essential for parents ’influence to be e fficient (Gentile & Walsh,
2002 ). Future research should con firm when and how such con flicts can be avoided.
Although families in Iran try to keep up their identity with modern western ideas
(Jafari & Goulding, 2008 ), at the same time they have concerns regarding content shown
on TV (in fidelity, romantic relationships out of wedlock, etc.). Since state-sponsored TV
channels do not show content which is even slightly sensual, there is a taboo associated
with such content. While families still watch these shows, there is a markedly higher
attempt to mediate the show ’s likely in fluence.
One point to note would be parents ’concerns regarding media violence. Prolonged
war, instability in the Middle East, and public executions in the streets led some parents
to worry that children might be frightened by violent content. But some parents used
media to reinforce stereotypical masculine behaviours in their sons. This kind of identi-
fication with violence has been previously considered (Swani, Weinberger, & Gulas, 2013 )
but not necessarily in a media socialisation context. It might be worthwhile to find how
parents engender sensation seeking in boys and compliance in girls via their (intended
or unintended) responses to media content. Finally, parental concerns about advertising
leading to materialism in children are similar to Western research in this area (Buijzen &
Valkenburg, 2003 ).
These concerns are expressed in the kind of mediation parents demonstrate. There
are no ratings available for TV programmes that are available via satellite dishes. In such
situations, Iranian parents tend to use di fferent types of mediation including ones, such
as distraction mediation to control children ’s TV viewing. Iranian parents do not expli-
citly restrict untoward content but instead distract children from speci fic TV content by
engaging them in something else. Parents try to avoid confrontation but still prevent
children from viewing material that is unacceptable to them. This behaviour can be
potentially harmful, as children do not get the opportunity to understand the reasons
they are not supposed to engage in certain behaviours. It appears that some parents in
the US also might adopt this technique to maintain harmony in the household
(Vijayalakshmi, 2015 ).
We find that Iranian parents were highly involved compared to parents from other
Western samples. We speculate that this is likely because parents don ’t get any external
support, such as programme ratings or online reviews which could be used to automatically
block programmes (for example, using a V-chip) rather than having to watch the entire
programme with the child to make a viewing decision. This speculation needs to be veri fied
through further studies. Future research also needs to investigate how other environmental
factors like exposure to war in fluences how children respond to programmes (e.g. violent
content or advertisements). Another limitation is the use of American ads in the ad
elicitation process; future research should consider using Iranian ads for elicitation purposes.
This research o ffers an understanding of media socialisation in an under-researched
market. Culture and regulation are interrelated and impact available media, parental
concerns, and parental mediation styles, as we saw in the context of Iran. This interrela-
tion leads to di fferences in children ’s media consumption patterns, di fferent parental
concerns and a new mediation style adopted by parents.
836 M. KORDROSTAMI ET AL. Acknowledgments
The authors would like to thank the first author ’s mother for her help during the data collection.
The authors would also wish to thank Dr. Russell Belk for his invaluable comments.
Disclosure statement
No potential con flict of interest was reported by the authors.
Notes on contributors
Melika Kordrostami is an Assistant Professor of Marketing at California State University, San
Bernardino. She completed her Ph.D. in Marketing at Iowa State University. Her research projects
deal with advertising, female portrayals, branding, and emotion regulation.
Akshaya Vijayalakshmi is an Assistant Professor of Marketing at the Indian Institute of
Management, Ahmedabad, India. She completed her Ph.D. in Marketing at Iowa State University,
U.S.A. Her research papers have appeared in Journal of Marketing Communications and Journal of
Consumer A ffairs.
Russell N. Laczniak completed his Ph.D. at the University of Nebraska-Lincoln. His primary research
interest deals with parent and children interaction regarding media. Dr. Laczniak formerly served
as editor of the Journal of Advertising and was president and treasurer of the American Academy of
Advertising. His publications have appeared in the Journal of Consumer Psychology, Journal of the
Academy of Marketing Science, Journal of Advertising, Journal of Advertising Research, Journal of
Public Policy & Marketing, Journal of Consumer A ffairs , and others.
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