{"id":14865,"date":"2018-08-22T03:11:00","date_gmt":"2018-08-22T01:11:00","guid":{"rendered":"https:\/\/bildungswissenschaft.at\/?p=14865"},"modified":"2025-11-10T15:13:02","modified_gmt":"2025-11-10T14:13:02","slug":"children-from-low-socio-economic-groups-are-at-least-twice-as-likely-to-possess-a-smartphone-3","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2018\/08\/22\/medienkonsum\/14865\/children-from-low-socio-economic-groups-are-at-least-twice-as-likely-to-possess-a-smartphone-3\/","title":{"rendered":"Children from low socio-economic groups are at least twice as likely to possess a smartphone &#8230;"},"content":{"rendered":"\n<p>\u201eApproximately 70% of fourth-grade students, around age 10, have their own smartphone in OECD countries where there is available PIRLS data. [\u2026] Children from low socio-economic groups are at least twice as likely to possess a smartphone than children from high socio-economic groups in Belgium, France, Ireland and Spain. This finding aligns with a few studies suggesting that children of less-educated parents are more likely to receive a smartphone at an earlier age and use it extensively. These studies highlight that social disadvantage is now less associated with a lack of access to smartphones and more with a lack of ability to manage \u2013 and sometimes limit \u2013 their use.\u201c<\/p>\n\n\n\n<p>OECD (Hrsg.), How\u2019s Life for Children in the Digital Age? (2025), S.&nbsp;48.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eApproximately 70% of fourth-grade students, around age 10, have their own smartphone in OECD countries where there is available PIRLS<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[90],"tags":[],"class_list":["post-14865","post","type-post","status-publish","format-standard","hentry","category-medienkonsum"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/14865","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=14865"}],"version-history":[{"count":1,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/14865\/revisions"}],"predecessor-version":[{"id":14866,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/14865\/revisions\/14866"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=14865"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=14865"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=14865"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}