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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
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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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821�� �� 9���"58.4 % *�� 2� (� �1���� 9�+" � ("� 32� �0�� ����� ��� )��<� (�
9��� ����53.2 %�" �1���� ��V 9�+" � ("� 32� �0�� � �1���� #�"�� ��3� -. ���1
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54.4 % ��3� ��� *�� 2� #�.��� 6"$�1 #��"�" ��"� 9��� 32 (�1 K���2 �""1
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#����" �.��� �� (�1 <1��""� 81��1 ��3�75.2 %G )��2� (� #�"�� ��3� �����1 ��5�21
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����K���� �� ������
���2� )"�� (�1� )=�22 �2�" A� '2��� 9��D2�� (�1 �0 "�" A��!3� ,�2 1 � � ��:
H� ��� 32� I"2����" :� ��" E��" A� 9��D2��" A�0�� )�<� :�2�2" A#��
)=�22 �2�" A�31�2�1� � �� :�3�� 9�.�24� �� ��+" �� 9�.�24" A��� �� ���1
*�� 2� Q��1 #�.��������.
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62
��� )"�)5( �31�2�" � '2��� 9��D2�� (�1 <�12�4 )��3�
9��D2�� ����3�� 9�.�24 ��+" �� 9�.�24
Pearson Correlation 0.252** 0.191**
Sig. (2-tailed) 0.000 0.005 :H� ��� 32� I"2��� N 226 219
Pearson Correlation 0.068 0.123 Sig. (2-tailed) 0.309 0.070 H� ��� 32� I"2����
N 226 219 Pearson Correlation -0.037 0.271**
Sig. (2-tailed) 0.584 0.000 E�� N 226 219
Pearson Correlation -0.163* -0.148* Sig. (2-tailed) 0.014 0.029 #��� ���� ��
N 226 219 Pearson Correlation -0.076 0.046
Sig. (2-tailed) 0.255 0.499 �� )�<� :�2�2#��� N 226 219
9������ ��12�
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63
��"� ������
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>-"��� 9�31��� O"�� ����� 9��� <�"2�� C1�� F Sig. r R2
����4 0.549 2 0.274 9.579 0.000 0.088 0.297
�'12�� 5.671 198 0.029
O"��� 6.220 200
���� (� B1��� )"�� (� 5�!� F �. �1"���� 9.579 �."A � ���� (� �1+F
���"��)1.26 ( � 6�2 �2� A� ��1� ������ )1'�" A��3� ����� K��1 �"'� P�-�" A
(���" � ��� 32� I"2��� (������ ("�*� 2� Q��1 #�.��� �� ���1� 9�.�2 �� �=L� .
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64
)�� ��=F2� (� ��3� ��� A*�� 2� Q��1 #�.��� "�� ���1� 9�0"2 �� �=L2 (� (+�� �2�
-. ���.� E+3� ��=N2� (� #��1+� �1��� ,-01 (���"� ���'= "." ��" �1����1 )��3�
����� C�"� #�.�5 �.
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A�0��* "� A�02�� "� A������" ��� :�������2��� ��F�$� .
� �2��� 9������ ��'1� �1����1 ��� A�0$��� <��1� ����4 ���2 / ���2� �2�� -
���t J�1"���� A����3� ���5�� K�� "� A)"1'�/ )�� �� ����3� ������ )"1� �2� -
) �1"�� ���'� 9��+t �1"���� �) �1"�� ���'� (� )�t ���"�� )1.96 ( 9��+ "�A
) �1���� ���'�t �1"���� � ) �1���� ���'� (� �1+t ���"�� )`1.96 .(
��� )"�)7 ( ��12�t����3�� 9�.�24 " :H� ��� 32� I"2��� (�1
Unstandardized
Coefficients Standardized
Coefficients ��D2�� B Std. Error Beta
T Sig. r R2
)91�=( 3.576 0.033 109.203 0.000
:H� ��� 32� I"2��� 0.047 0.012 0.252 3.902 0.000 0.252 0.059
i���1 ���� � t� �1"���� U � ��1� ������ )"1�" A����3� ������ K�� �2� 8�
#�.��� �� ���1H� ����3�� 9�.�24 �� �=L� :H� ��� 32� I"2��� (� � 6�2 �2�
����� ("�*� 2� Q��1.
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65
� (� ��/ ��2�� ,-. ���2" � 32� I"2��3� 7-�" A:H� ��� 9����� �.� (�
���"�*� 2 Q��1 #�.��� "�� ���1� 8�"2 �� �� �� ��/ ;��0� �"� :3 2 8� ���'=� I"2�� �
#���� .
�� QF�2�� ,-. ���2" ��! ��!3� ,-. (� ��/ ��/ A ��1��/� I"2�� �* �� + - :
"2� � ��=N2� � 82��� 9�* ��� 32� Q��1 #�.���1 B 32� ���� ���1H� ����3�� 9�0
("�*� 2�.
�� ���1� I�� ����3�� 9�.�24 � :H� ��� 32� I"2��� ��=N2 I��� �1����1 ���
���� �052� A����� ("�*� 2� Q��1 #�.���R2 � ���� :H� ��� 32� I"2��� (�
����25.9� ��D2� (� �F���1 �.��� "�� ���1H� ����3�� 9�.�24 � ("�*� 2� Q��1 #
����� . C�"� �0�� 4/ � � � "�12 �1��� ,-. (� ������ (� ���.�" A��4� 9-��F�$�.
��� )"�)8 ( ��12�t��+" �� 9�.�24 " :H� ��� 32� I"2��� (�1
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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66
� 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�$�.
��� )"�)9 ( ��12�t����3�� 9�.�24 " �H� ��� 32� I"2��� (�1
Unstandardized
Coefficients Standardized
Coefficients ��D2�� B Std. Error Beta
T Sig. r R2
)91�=( 3.652 0.044 82.550 0.000
H� ��� 32� I"2���� 0.016 0.016 0.068 1.020 0.309 0.068 0.005
i���1 ���� � t� �1"���� U � ��1� ������ K��" A����3� ������ )"1� �2� 8�
#�.��� �� ���1H� ����3�� 9�.�24 �� �=L� �H� ��� 32� I"2��� (� � 6�2 �2�
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� )� �2� QF�2� �052 ��." �"" �� �F�$�� ��4� 7- �=/ I"2�� � ��F�$�
����� *�� 2� Q��1 #�.��� �� ���1� �� ����3�� 9�.�24 �� �H� ��� 32� . ,-."
H� ��� 32� I"2��� �"�1 �' 32�� ����� � ��12�4 ��2� E+ � 9�� ��2�� �� :
9�0"2� �� ��=N2�32 ,-." A���1� I�� ����3��� / #���/ ��� :H� ��� 32� I"2��� (
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67
I�� ����3�� 9�.�24 �� ��=N2� �� �H� ��� 32� I"2��� (� ���.� �=+� ;�"� :3 �
����� ("�*� 2� Q��1 #�.��� �� ���1�.
�� �� ��D2� (� ;��� QF�2�� �052" ����2 � ���� �H� ��� 32� I"2�0.5 (� <'� �F���1
;� � � � �1�� �." A���1� I�� ����3�� 9�0"2� �� ��D2� ������ (� ��4� 9- ��V" A
���F�$�.
��� )"�)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
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68
�=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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69
"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� "- �=�
/��F�$����3�� 9�0"2� �� -/ A���1� I�� ��+" �� "� A�/4 :�2�2 �� ��D2� ( �� (1
����2 � ���� #���0.6 " A(1!� ����3�� 9�0"2� �� ��D2� (� �F���1 0.2 (� �F���1
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70
+" A����� *�� 2� Q��1 #�.��� �� (1!� ��+" �� 9�0"2� �� ��D2� ��V (�21��� �2
� 9- ��4/��F�$�.
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71
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^ ����� ("�*� 2� Q��1 #�.��� "�� ���1� 9�.�2" A(���"� ���'= (�1 ��!3� ��
(����2� (4L�� )L�� -. ( O��2�":
1` ���'= (�1 ��! P��. ). � :)��� 32� I"2���( Q��1 #�.��� "�� ���1� 9�.�2" A
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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
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York: Harper and Row Publishers ,Inc ., 1971.P.534.
65. Foller Lorraine: "Sesame Street Hand Book: Children s
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.,1979.
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67. Tierney, Joan-D,'' The Perception Of Social Values In
Favorite Television Series'' in Desertion on Abstracts
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68. Thabet AA, Abed Y & Vostanis P (2004) Comorbidity of
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70. Michael Billing, Social Psychology and Intergroup Relations,
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p. 256.
71. Walter B. Kolesink, Educational Psychology, Second Edition,
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