With the digitalization of society, the competent use of information and communication technologies (ICT) is becoming increasingly important. The use of digital media has become almost unavoidable in all areas of life, and the internet access is available at all times and with that there is an access to a wide variety of information. Consequently, a critically and reflected handling of this flood of information is required. Children experience their first points of contact with digital media in the family, where they learn how to use digital media at an early age (Autorengruppe Bildungsberichterstattung, 2020; Medienpädagogischer Forschungsverbund Südwest, 2017). Hence, the ICT-related mediation within the family mediation is of central importance for the acquisition of ICT-Literacy. For this reason, this paper focuses in particular on the ICT-related parenting practices.

Mediation strategies are according to the parental mediation theory derived based on the ICT-related parenting practices that parents use (Symons et al., 2017), which can are commonly classified as active, restrictive, and co-view mediation (Valkenburg et al., 1999). These mediation strategies have been expanded as a consequence to the development of the internet, so that comparable but also new strategies have been evolved (Eastin et al., 2006; Liau et al., 2008). Mediation strategies are distinguished in that they are mostly based on either an intent to regulate or support the ICT use of the children (Symons et al., 2017). Studies also indicate that parents favor and use certain strategies more often than others. Parents tend to use different strategies simultaneously and/or switch between strategies depending on the situation (Livingstone & Helsper, 2008; Nikken & Jansz, 2014; Sonck et al., 2013). This suggests that parenting practices do not occur in isolation, but often in combination. Therefore, it is of interest to use a person-centered approach in addition to the previous variable-centered research and to investigate the question to what extent typical ICT-related parenting profiles can be identified and what significance these have for the competence development and for the motivational factors (such as self-efficacy, value attitude, and motives of use) of the children.

In order to answer the research question, the study "Parental Mediation of ICT use" conducted by the Leibniz Institute for Science and Mathematics Education (IPN) in Germany will be used. Participants in this study were 563 (m: 259; f: 304) sixth graders and their parents (N=449). Both parents and their children were asked about the parenting practices that take place at home. In addition, a student questionnaire and a separate parent questionnaire (N(mother)=420; N(father)=314) were used, which included questions about the sociodemographic and ICT-related motivational factors. A latent profile analysis will be conducted to identify the parenting profiles. Latent profiles are classified based on parents' observed response patterns across the two scales of ICT-related parenting practices. Those are based on Darling and Steinberg's (1993) "Integrative Model of Parenting" and are differentiated into two overarching dimensions of support and control.

Four profiles are expected, as follows: 1. Active: high expression of control and support equally. 2. Restrictive: high expression of control and low expression of support 3. Permissive: low expression of control and high expression of support 4. Neglectful: low expression of control and support equally. It is assumed that an active parenting profile is positively related to the child's competence development and motivational factors, whereas a negative relationship is expected with regard to the restrictive, permissive and neglectful parenting profiles. Due to the fact that the active parenting profile includes a combination of support and control, the adequate acquisition of ICT literacy is more likely warranted. Because the adequate acquisition requires on the one hand parental support so that children are encouraged to use digital media satisfactorily. On the other hand, control is needed to the same extent, so that children are protected from the negative influences of digital media and are also sensitized to them. Parental support without control could lead to negative outcomes like media addiction or cyber mobbing (Collier et al., 2016), whereas parental control without support could impair the ICT literacy. Regarding the neglectful parenting profile are also negative outcomes expected, because it indicates that the children left on their own and do have to teach themselves how to use ICT adequately.

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