The increasing use of AI-based technologies presents new educational challenges for children and adolescents. This research explores the personal, familial, and community factors influencing adolescents' critical use of these technologies. Specifically, it examines the relationship between AI use and trust, digital literacy of both adolescents and parents, parental involvement, parenting styles, adolescents' emotional intelligence, and perceived social support.
The study involved 170 adolescents (ages 13-17) and 175 parents, with data collected through separate structured questionnaires. A sub-analysis was conducted on 47 matched parent-adolescent pairs.
Descriptive results show significant differences in AI usage between parents and adolescents. Adolescents use AI more for educational support (χ²=20.428, p<.001), behavioral advice (χ²=11.788, p=.019), and perceive greater data security (χ²=29.010, p<.001). Parents, however, show more caution and lower trust in AI's accuracy (χ²=11.812, p=.019).
Correlational analysis revealed that an authoritative parenting style is positively linked to higher digital literacy (r=0.331, p<.001) and negatively correlated with excessive, uncritical AI use (r=-0.178, p=.019). Conversely, authoritarian parenting was associated with higher risk for dependency and uncritical use. Emotional intelligence in adolescents was found to be a protective factor, negatively correlating with problematic AI behaviors like sharing personal data (r=-0.172, p=.001) and relying on AI for advice (r=-0.183, p<.001).
A Two-Step Cluster Analysis identified two adolescent profiles: a "high-risk" group (36.2%) with intensive AI use and low family support, and a "balanced" group (63.8%) with more critical AI use, higher emotional intelligence, and stronger parental involvement.
In conclusion, parenting style and emotional intelligence are key factors in shaping adolescent AI use, highlighting the need for targeted educational interventions involving families and communities.