This study examined the moderating and mediating variables in parental mediation practices in Nigerian families in the digital age. This study applied a multi-stage sampling technique to achieve an adequate representation of the population in six educational districts in Lagos, Nigeria. The study included 1,270 adult sample. Data were obtained through questionnaire from parents of children in the selected schools. Findings of the study showed that a strong and positive relationship exists between parent’s age and educational level and parent’s gender and educational level. These relationships were evident as strong moderating variables for the four mediation strategies measured in this study. It was found that, relating to the digital literacy of parents, the hierarchical regression analyses showed that only 7% of variance in parental mediation practice, in the case of participatory learning, was explained. By implication, the constructs of digital literacy are more relevant to participatory learning mediation practice compared to other parental mediation practices in the context of Nigerian families.

本研究调查了数字时代尼日利亚家庭父母调解实践中的调节和中介变量。本研究采用多阶段抽样技术，以充分代表尼日利亚拉各斯六个教育区的人口。该研究包括 1,270 名成人样本。数据是通过对所选学校儿童家长的问卷调查获得的。研究结果表明，父母的年龄和教育水平以及父母的性别和教育水平之间存在强烈的正相关关系。这些关系作为本研究中测量的四种中介策略的强调节变量是显而易见的。研究发现，关于父母的数字素养，层次回归分析表明，在参与式学习的情况下，父母调解实践中只有 7% 的差异得到解释。这意味着，与尼日利亚家庭背景下的其他家长调解实践相比，数字素养的构建与参与式学习调解实践更相关。