The inuence of YouTubers on children (8-12 years old): current issues
and brands
La inuencia de los youtubers en los niños (8-12 años): actualidad y marcas
doxa.comunicación |
nº 36, pp. 321-340
| 321
January-June of 2023
ISSN: 1696-019X / e-ISSN: 2386-3978
How to cite this article:
Pinto, B.; Duarte, A. and Dias, P. (2023). e inuence of YouTubers on children (8-12 years old): current issues and brands.
Doxa
Comunicación
, 36, pp. 321-340.
https://doi.org/10.31921/doxacom.n36a1638
Beatriz Pinto.
She
holds a BA in Public Relations and Corporate Communication by Escola Superior de Comunicação
Social of Instituto Politécnico de Lisboa, and a Master in Communication Scientes by the School of Human Sciences of
Universidade Católica Portuguesa. She collaborates as junior researcher at CECC - Research Center in Communication
and Culture, also at Universidade Católica Portuguesa. Her research interests are within the scope of digital marketing.
Beatriz currently works as a marketeer at Jerónimo Martins Group.
Universidade Católica Portuguesa, Portugal
[email protected]
ORCID: 0000-0002-0730-8062
Alexandre Duarte.
PhD in Communication Sciences from University of Minho, a Masters degree in Communication &
Image and a degree in Marketing & Advertising by IADE, Alexandre Duarte is the coordinator of various courses in IADE,
visiting Professor in several Universities, developer of the Research Unit CECS from Univ. Minho, and Course Coordinator
of OFICINA de PORTFOLIO™. Alexandre have worked in several multinational advertising agencies, in Portugal and
Brazil, such as TBWA, Saatchi & Saatchi, Ogilvy, W/Portugal, W/Brazil, Lowe&Partners, or BrandiaCentral as a Senior
Creative Copywriter. In 2012, was nominated Tutor of the EUROBEST Young Marketers Academy and, in 2013, was
elected member of the Directors Board of EDCOM - European Institute for Commercial Communications Education. In
the beginning of 2014, was appointed CEO of RESTART, an Institute of Creativity, Arts and New Technologies and in 2018
was invited to teach in the Communication Sciences Master and the Post-Graduation of Social Brands of Universidade
Católica Portuguesa. Currently, is also Coordinator of the Service Design Course
Universidade do Minho - CECS, Portugal
[email protected]
ORCID: 0000-0002-2665-864X
Patrícia Dias.
PhD in Communication Sciences by Universidade Católica Portuguesa, coordinates the post-graduaste
course Social Brands - Communication and Marketing in a Digital Environment. In 2019 was a visiting researcher at
the Arctic University of Norway. Researcher at CECC and CRC-W, currently coordinates the project “0-3 DigiKids - Use
of Touchscreen Devices by Children up to 3 years old” and leads the Portuguese team of the project “Use of Digital
Technologies by Children and Teenagers during the COVID-19 Pandemic in Europe” coordinated by the JRC-European
Commission. Her main research interests are the use of digital media by children and also within organizational com
-
munication, marketing and branding. She is author of several publications about the social impact of digital media and
the use of smartphones.
Universidade Católica Portuguesa, Portugal
[email protected]
ORCID: 0000-0001-7948-4439
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
322
|
nº 36, pp. 321-340
|
January-June of 2023
The Inuence of YouTubers on children (8-12 years old): current issues and brands
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
1. e role of YouTube in the lives of children
1.1. e digital practices of children
e rise of the internet and the massive consumption of audiovisual media allows anyone to choose specic content but also when
and where they want to see it. Although following news is not a common habit for the youngest generations, recent research shows
that social media, compared to other sources, gives them a greater sense of exibility and control over the information, even if there
is no clear indication of the perception of the news credibility (García Jiménez et al., 2018).
According to Tur-Viñes et al. (2018, p. 1212), YouTube has 1000 million users from 88 countries and is used by 95% of all internet
users. e universal popularity among the youngest makes YouTube the leader in viewing habits among children between 6 and
12 years old in Europe and the United States, with 96% admitting to knowing about its existence and more than 80% assuming its
daily use (Izci, 2019). In fact, to children, watching videos on YouTube is one of their main entertaining activities. Neumann and
Abstract:
YouTubers have become a worldwide popularity phenomenon, and
the ever-more time spent at home helped further amplify its status and
relevance, especially with children. e increasing access to broadband
internet, the easy and intuitive way of using it, the full control over what
they want to see, the proximity to the public and the capacity to surprise
and innovate are some of the motifs that make YouTubers so attractive
to the youngsters. Using a qualitative methodology carried out in
two sequential data collection phases, rst with children and then
with Youtubers, the authors aimed to answer the following research
question: “How inuential are YouTubers in shaping the opinions of
8-12 year-olds on topical issues?” is investigation concluded that
children have YouTubers as role models, consider their content a
reliable source of information and admit to having changed the way
they think because of them. Although Youtubers’ inuence diminishes
as children grow, this study proved that they tend to adopt the views
and perspectives shared by YouTubers. On the other hand, it is also
an opportunity for children to learn and be aware of important topics
from an early age in a more accessible and interesting way.
Keywords:
YouTube; digital inuencers; children aged 8 to 12 years; inuence
marketing; current issues; brands.
Resumen:
Los YouTubers se han convertido en un fenómeno de popularidad mun
-
dial, y el hecho de pasar cada vez más tiempo en casa ha contribuido a
amplicar aún más su estatus y relevancia, especialmente entre los niños.
El creciente acceso a Internet de banda ancha, la forma fácil e intuitiva de
utilizarlo, el control total sobre lo que quieren ver, la cercanía al público y
la capacidad de sorprender e innovar son algunos de los motivos que ha
-
cen que los YouTubers sean tan atractivos para los más jóvenes. A través
de una metodología cualitativa llevada a cabo en dos fases secuenciales
de recogida de datos, primero con niños y después con Youtubers, los auto
-
res pretendían responder a la siguiente pregunta de investigación: “¿Qué
inuencia tienen los YouTubers en la formación de las opiniones de los ni
-
ños de 8 a 12 años sobre temas de actualidad?”. Esta investigación conclu
-
yó que los niños tienen a los YouTubers como modelos a seguir, consideran
sus contenidos como una fuente de información able y admiten haber
cambiado su forma de pensar gracias a ellos. Aunque la inuencia de los
Youtubers disminuye a medida que los niños crecen, este estudio demostró
que tienden a adoptar los puntos de vista y las perspectivas compartidas
por los YouTubers. Por otro lado, también es una oportunidad para que
los niños aprendan y conozcan temas importantes desde una edad tem
-
prana de una forma más accesible e interesante.
Palabras clave:
YouTube; prescriptores digitales; niños de 8 a 12 años; marketing de in
-
uencia; temas de actualidad; marcas.
Received: 28/03/2022 - Accepted: 07/06/2022 - Early access: 30/09/2022 - Published: 01/01/2023
Recibido: 28/03/2022 - Aceptado: 07/06/2022 - En edición: 30/09/2022 - Publicado: 01/01/2023
doxa.comunicación |
nº 36, pp. 321-340
|
January-June of 2023
Beatriz Pinto, Alexandre Duarte and Patrícia Dias
ISSN: 1696-019X / e-ISSN: 2386-3978
323
Herodotou (2020) stated that 75% of children between 8 and 11 years old spend 10 hours a week watching YouTube videos, and
27% follow YouTubers.
Young people use digital technologies to express themselves, collaborate, show themselves, share their creations, meet new
people, entertain, study and be aware of everything related to their own interests (Tur-Viñes et al., 2018). Acknowledging its impact
on children, the platform, allegedly to guarantee their safety and protection from inappropriate content, gave parents the ability
to control what their children see, and created a special categorization to identify exclusive videos for children, with the reference
“Made for Kids”, and even a specic application called “YouTube Kids”. Nevertheless, as Elias and Sulkin (2017) reported, many
prefer to access the regular channel without lters.
Children are attracted to YouTube for several reasons, such as entertainment, fun, information (in smaller numbers), feeling a
connection with someone (often the YouTubers), exploring their own hobbies, and nding videos about their oine interests.
However, many reported that they had already watched videos about things they would not do in real life (Ofcom, 2019).
1.2. Children, YouTube and YouTubers
e interactive capacity of digital media allowed users to become also content producers, with the ability to reach a huge number
of people, inuencing their thoughts and behaviours. Due to its characteristics, YouTube has become one of the preferred places
for some people to nd fame (and sometimes fortune). Known as “YouTubers”, these creators produce and share videos able to
inuence the opinions and behaviours of other users, and it has become so popular that being a YouTuber is one of the 10 preferred
professions for Spanish youngsters (Tur-Viñes et al., 2019). According to Arnold (2017), YouTubers establish a connection with
their followers through deep bonds and by creating real communities. YouTube channels provide a more intimate relationship
and an artistic and creative environment that allows a deeper connection between the creators and the followers (Chau, 2010).
is way, a popular YouTuber can promote himself, his ideas, opinions, talents, services and products (Chatzopoulou et al.,
2010). is activity has become professionalized, and its monetization is aorded by diverse strategies of inuence marketing
involving partnerships between inuencers, digital platforms, and brands, many of which are particularly tailored to children and
adolescents (Nuñez-Gómez et al., 2020). In fact, social media engagement and user-generated content consumption signicantly
increase brand preference and loyalty, with inuence marketing playing a big role in this process (Nuñez-Gómez, Sánchez-Herrera
& Pintado-Blanco, 2020).
is feeling of a close relationship with the Youtubers gives the followers a sensation of trust that is much stronger and more
recognized than advertising (Westenberg, 2016). at is especially relevant in the case of children due to their underdeveloped
advertising literacy and consequent vulnerability to these marketing practices, which often aects their attitudes and behaviours
once these inuencers are seen as credible and authentic, without any commercial interests (De Veirman et al., 2019).
Westenberg (2016) found that youngsters felt interested in dierent topics addressed by the YouTubers, and many times they
seemed more interested in personal aspects of their lives rather than in the content itself. Also, children tend to see the YouTubers
as a source of advice and guidance, as some talk about personal experiences and make suggestions about life behaviour to their
followers (Ofcom, 2019).
324
|
nº 36, pp. 321-340
|
January-June of 2023
The Inuence of YouTubers on children (8-12 years old): current issues and brands
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Children learn from an early age, and in dierent ways, fundamental values for their education, such as civic and moral principles,
with the observation and reproduction of model attitudes being one of the most ecient (Yaşaro
ş
lu, 2020). Individuals tend mostly
to adopt behaviours, beliefs, and attitudes of people they like or identify with (Bandura, 1988), so the probability of doing so with
YouTubers is very high (Bentley et al., 2011).
In this process of identication with celebrities/idols/references, this inuence may be positive (healthy life tips, sustainable
behaviours, among others). However, it may also be negative (inappropriate language or behaviours, among others), and, in this
way, children can take risks (Van Dam and Van Reijmersdal, 2019).
For this reason, YouTubers should pay special attention to how they respond and interact with children, particularly when dealing
with sensitive topics, such as drug or alcohol use, religion, sexuality, or politics (Westenberg, 2016).
As we have seen, searching for content that allows them to acquire information and expand specic knowledge to form their own
opinion is one reason children watch YouTube videos (Ofcom, 2019). Nevertheless, there is another type of unintentional learning
called accidental learning. In this case, knowledge acquisition arises unplanned and often because of another activity (Watkins &
Marsik, 2018). Youtube thus oers an environment conducive to accidental learning (Dyosi and Hattingh, 2018), so children are
potential targets of its consequences, particularly on sensitive topics.
According to Hugger et al. (2019), the credibility children attribute to the content of these videos seems to be strongly related to
their perception of the authenticity of the YouTubers who create them. Children indicate that they use television news, perceived
as more objective and reliable, to assess the credibility and value of YouTube videos that address relevant issues to society
(Zimmerman et al., 2020).
Another interesting point is that, although many children indicate that they are aware of the persuasive intent of the messages
shared by YouTubers, they continue to highly value the information they disclose (Coates et al., 2019). is fact is perhaps due
to the so-called “ird-Person Eect”, which argues that people believe that the media have a greater impact on others than on
themselves (Banning and Sweetser, 2007) and whose perspective may have real consequences on the individual’s own behaviour
(Brosius and Engel, 1996).
2. Methodology
2.1. Research questions
e research aims to explore the inuence YouTubers have in children’s opinion-forming process about the reality surrounding
them, so the study focuses on social and political issues. erefore, the following research question was formulated: “ How
inuential are YouTubers in shaping the opinions of 8-12 year-olds on topical issues?”.
Some secondary questions were also dened to assist the development of the study:
Q1: Do children use YouTube to get information about the world around them?
Q2: Is the opinion of YouTubers important for children to consider a topic relevant?
doxa.comunicación |
nº 36, pp. 321-340
|
January-June of 2023
Beatriz Pinto, Alexandre Duarte and Patrícia Dias
ISSN: 1696-019X / e-ISSN: 2386-3978
325
Q3: Is the opinion of YouTubers important for children to form their own opinion on a current topic?
Q4: Do children think the information shared by YouTubers is credible?
Q5: Do children develop more abilities to understand inuencer marketing as they grow?
Q6: Does YouTubers’ inuence diminish as children grow?
2.2. Research Design
e investigation adopts a qualitative methodology. Qualitative research is especially important for studying behavioural sciences,
where the aim is to discover the underlying motives of human behaviour. e central assumption of this approach is to analyze
the various factors that motivate individuals to behave in a certain way or that make them like or dislike something (Kothari,
2004). is methodology allows for exploring various dimensions of the social world, including aspects of everyday life, knowledge,
experiences, and beliefs of the participants, thus obtaining more complex data that can be explored in greater depth (Mason, 2017).
e study was carried out in two sequential data collection phases. In the rst stage, data were collected from children and in the
second stage, data were collected from YouTubers. e collection of data from two samples allows the triangulation of the data and
a closer approximation to the phenomenon under study. Studies are independent. e results of the rst were not used to dene
the second but were carried out in sequence due to the availability of researchers.
2.3. Sampling techniques
In the rst phase, a non-probabilistic convenience sample composed of 20 children who were YouTube users was used. e
elements of the sample are female and male and fall into the age group between 8 and 12 because it is pertinent that they are at
dierent stages of cognitive and social development, that they have dierent preferences as YouTube consumers and that they can
already answer the questions. Furthermore, to ensure diversity among the group, the participants reside in dierent regions of
Portugal and are of dierent socio-economic classes.
e rst approached elements were selected through the researchers’ network of contacts (Vehovar et al., 2016) and, subsequently,
due to the need to obtain a larger number of data and to avoid the emergence of saturated data, snowball sampling was used,
so after each interview, the parents were asked to indicate other possible participants (Taherdoost, 2016). Since the sample is
composed of children, it was necessary to establish the rst contact with their parents, initially by telephone. Afterwards, those
who showed interest in allowing their children to participate were contacted via email, which contained the video call link, and the
authorization to carry out the interview. Table 1 presents details about our sample of children.
326
|
nº 36, pp. 321-340
|
January-June of 2023
The Inuence of YouTubers on children (8-12 years old): current issues and brands
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Table 1: Characterization of our sample of children
ParticipantAgeGender
Zone of residence
Socioeconomic
Status
Child 112
FemaleLisboaC2
Child 212
FemaleLisboaC2
Child 312
MaleLisboaC1
Child 412
MaleLisboaC1
Child 511
FemaleLisboaB
Child 611
FemaleMafraC1
Child 711
MaleLisboaC1
Child 811
MaleSesimbraB
Child 910
FemaleLisboaB
Child 1010
FemaleCascaisA
Child 1110
MaleSantarémC1
Child 1210
MaleAlmadaB
Child 139
Female
Vila Franca de Xira
C1
Child 149
FemaleOeirasB
Child 159
Male
Vendas Novas
C1
Child 169
MaleGrândolaB
Child 178
FemaleOeirasC2
Child 188
FemaleBelémB
Child 198
MaleOeirasC1
Child 208
MaleLisboaA
Source: created by the authors
en, an intentional non-probabilistic sampling of 5 YouTubers was used to carry out the second stage. After analyzing the
children’s interviews, the YouTubers most mentioned in the responses were identied, so for rst contact, YouTubers of Portuguese
and Brazilian nationality were selected with channels of dierent dimensions and themes. However, only 2 showed availability, so
the researchers selected the 3 more popular YouTubers among Portuguese children to know their perspectives on the topic and
the feedback they receive daily on their channel from children. e contact to verify the interest and availability of YouTubers was
made via email, sent to the person or the agency that represents them, or a message on social networks. Table 1 presents details
about our sample of YouTubers.
doxa.comunicación |
nº 36, pp. 321-340
|
January-June of 2023
Beatriz Pinto, Alexandre Duarte and Patrícia Dias
ISSN: 1696-019X / e-ISSN: 2386-3978
327
Table 2: Characterization of the sample of YouTubers
Name
YouTube Channel
AgeNationalitySubscribersChannel
Beatriz Freitas-BrancoBeatriz Freitas-Branco23
Portuguese12.000Lifestyle
Gabriel and Vinicius ScribelIrmãos Scribel18
Brazilians
1.32 millionVlogs and Challenges
Margarida AntunesMargarida Antunes19
Portuguese
46.300
Lifestyle
Ricardo Fazeres
RicFazeres
42
Portuguese963.100Gaming
Rita Serrais is Ri23
Portuguese533.100Fashion
Source: created by the authors
2.4. Data collection techniques
Regarding the rst phase, as a data collection technique, a semi-structured interview was chosen (Creswell, 2009), for which a
script was prepared with basic questions, previously tested with 2 children. e researchers only guided the conversation towards
the central topic whenever the interviewee moved away from it and asked questions about topics that the interviewee could not
reach on their own, always doing so at the most appropriate time and in the most natural way possible (Quivy and Campenhoudt,
1992).
Before the interview, an authorization was sent, which explained to the parents the purpose of the investigation, what the children’s
participation would imply, which ensured their anonymity and that the data would be used only for scientic purposes. Before the
interview, the project was explained to the children. ey were also verbally asked for their consent and willingness to participate
in the conversation. Considering the public health crisis caused by the new Coronavirus (COVID-19), the interviews took place via
video call, lasted, on average, 18 minutes, and were recorded in audio format.
e interview process took place in 3 stages: (1) presentation of the investigation’s purpose and request for verbal consent from
the participant; (2) asking open questions about the use of YouTube and their relationship with YouTubers, (3) thanking the
interviewee and their parents for their availability and referencing another child who could answer the questions. e interview
script included three main topics: 1) YouTube use and their relationship with YouTubers; 2) satisfaction of cognitive needs with
YouTube; and 3) inuencer marketing and advertising literacy.
In the case of the interview carried out with the YouTubers, since most of the answers were sent via email, in writing or in audio
format, it was decided to prepare a script for a structured interview, for which the questions were previously formulated in the
most proper order, ensuring a uniform set of questions for all respondents. However, the language was always adapted to the
interviewees’ age and the type of channel concerned (Quivy and Campenhoudt, 1992). e process of interviews with YouTubers
was not always the same, as, after the rst contact, the personalities who agreed to participate chose dierent means of collecting
data. e interview script included four main topics: 1) characterization of the younger audience of their YouTube channel; 2)
328
|
nº 36, pp. 321-340
|
January-June of 2023
The Inuence of YouTubers on children (8-12 years old): current issues and brands
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
perception of inuence on their younger followers; 3) their role in disseminating current issues, and 4) inuencer marketing and
children’s advertising literacy.
2.5. Data analysis technique
All interviews were fully transcribed in individual Word documents, considering pauses and expressions of emotions (such as
laughter and interjections).
In the case of children, the participants were anonymized. For this purpose, any personal data that could identify the children
or other elements then YouTube personalities was deleted. us the children were numbered and, throughout the study, were
identied by their respective numbers, followed by gender and age.
After reading all the interviews, synopses of the responses were prepared to allow greater visibility of the data in its entirety. en,
the data analysis was carried out by themes, following the structure of the interview script, and as the data were presented, quotes
from the participants’ answers were included, illustrating the results.
3. Findings and discussion
3.1. Do children use YouTube to get about the world around them?
e digital practices of our sample are consistent with what has been described in the literature about the topic, specically
regarding YouTube (Dingli & Seychell, 2015). Despite the minimum age for using YouTube is 13 years old, all the interviewed
children are YouTube users, and 12 have their own accounts, consistently with what Araújo et al. (2017) found. ey dedicate time
to this activity in the evenings and a bit more during weekends. at is mostly an individual activity (Livingstone et al., 2017), as
Child 4 (M, 12 years old): “I use YouTube a lot. I use it more in the evening when I am in my room, and I usually watch the videos
alone. I watch a lot, and during weekends and holidays I have more time to do it”.
ey mostly seek entertainment and prefer fun, inspiring, or relaxing content, using this media activity as a way of evasion (Chiang
et al., 2015). at also applies to YouTubers, as Child 18 (F, 8 years old) explains: “I follow YouTubers who make me laugh and have
fun, but that are inspiring and help me be creative with their ideas”. Preferences are quite gendered, with girls preferring music
and boys gaming and sports (Ponte & Batista, 2019), but they all follow YouTubers and enjoy their user-generated content (UGC).
Besides the entertainment aspect, YouTube is identied by children as one of the main tools used for searches, as well as Google
(Hassinger-Das et al., 2020; Zimmermann et al., 2020). ey usually search for topics about their interests to clarify specic doubts
or curiosities.
When specically questioned about the possibility of learning from YouTuber content, all the interviewed children agreed that
they learn from YouTubers, which is consistent with previous research (Chiang et al., 2015; Lewis, 2020; Zimmermann et al., 2020)
- Child 20 (M, 8 years old) says “We learn from them [YouTubers]. ey teach new things”; and specically about current issues
(Lee & Blasco-Arcas, 2020).
doxa.comunicación |
nº 36, pp. 321-340
|
January-June of 2023
Beatriz Pinto, Alexandre Duarte and Patrícia Dias
ISSN: 1696-019X / e-ISSN: 2386-3978
329
Most interviewed children declared that the YouTubers they follow had addressed current issues, such as environmental problems,
Covid-19, bullying, eating healthy, animal rights, violence, homosexuality, and politics. For example, Child 19 (M, 8 years old)
states: “I have seen YouTubers saying it is important to follow Covid rules. I have watched videos in which they talk about pollution
and recycling. I have seen others talking about bullying, telling their story”. Younger children highlight protecting the environment,
mentioning specic topics such as recycling, pollution and protecting sea animals. ey highlight the “life lesson” format, in which
YouTubers share personal experiences about how they dealt with some of these issues, motivating children to follow their advice:
Child 2 (F, 12 years old): “in some videos, they tell us that they were victims of bullying. ey tell us what happened to them or give
their opinion about this topic and say we shouldn’t judge others without getting to know them. ey share ‘life lessons’ because
they know more about life than we do; we are younger”.
As found in previous research (Zimmermann et al., 2020), most children inadvertently come across videos on current issues rather
than as a result of active search, and thus accidental learning occurs (Lange, 2019; Marsick & Watkins, 2018). Child 18 (M, 8 years
old) says: “I don’t usually search about those topics, I am watching a video, and they [YouTubers] happen to mention it”. is
concept includes visualising videos and reading comments or engaging in online discussions. e interviewed children revealed
that they do not usually engage in online interaction on YouTube, but, as Vermeulen, Vandebosch and Heirman (2018) also found,
they often discuss online content with their peers, as they usually have the same preferences and follow the same inuencers. Child
11 (M, 10 years old) conrms it “Yes, I talk about the videos mostly with my friends because they always watch the same ones I do”.
at reinforces their sense of belonging to peer groups (Chiang et al., 2019).
is point is in line with the YouTubers’ answers, which reveal that, although they try to promote a space for debating ideas when
these themes appear in their videos, they do not usually do full content on current issues. Instead, they try to give their opinion
when a topic directly relates to their daily lives or when something in the video refers to a specic current issue. Beatriz Freitas-
Branco (lifestyle) and RicFazeres (gaming) explain that they prefer addressing current issues in their regular videos, if and when
it makes sense, instead of making specic videos about a specic topic. ey believe that children pay more attention when they
address the topics indirectly and when relevant.
us, it is noticeable that children use YouTube, particularly YouTubers videos, to keep updated, although they do not always
obtain information intentionally.
3.2. Do children think the information shared by YouTubers is credible?
Children have a very positive opinion of YouTubers (Jerslev, 2016; Pérez-Torres et al., 2018). ey believe they create digital content
because they want to entertain their followers and help them learn, thus being guided by altruistic motivations. As Child 6 (F, 11
years old) describes: “ey are people who make videos for fun and because they like to entertain”. Some children understand that
YouTubers may earn money with their videos, but they cannot describe how, thus displaying shortcomings in advertising literacy
(Westenberg, 2016).
Children enjoy the content YouTubers create, but when asked why they follow specic YouTubers, they are unanimous in explaining
that it is because they identify with their personalities. at explains that they consume the videos released by their favourite
YouTubers regularly, regardless of the type of content. For example, Child 13 (F, 9 years old) adds, “I watch the videos because of the
330
|
nº 36, pp. 321-340
|
January-June of 2023
The Inuence of YouTubers on children (8-12 years old): current issues and brands
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
person. I watch everything that Mafalda Creative posts”. De Veirman et al. (2019) dened a parasocial relationship as a unilateral
personal relationship established with a mediatic personality. On YouTube, that is reinforced by the publications’ frequency and
the intimacy in the content, often lmed from home or even the bedroom, showing daily routines. e children identify with the
YouTubers, feel close to them, and admire them, often as role models. Child 15 (M, 9 years old) gives us an example: “I know them
well. ey tell stu about their lives, not a lot, but some stu. So, if you follow them for a while, you start to get to know them. ey
do cool stu, and I try to do the same”. is aspect reveals that children’s credibility in this type of video is related to their perception
of the YouTubers’ authenticity and not to their critical thinking.
We found a few contradictions regarding the credibility that children ascribe to YouTubers. On the one hand, they associate a more
serious tone that they tend to use when addressing current issues with higher credibility. Child 13 (F, 9 years old): “I think that when
they talk about topics that are not fun or play, they talk in a more serious way so that we realize it is important”, but on the other
hand, they enjoy when YouTubers can address important topics in a light and fun way that helps them understand better. Child
20 (M, 8 years old): “ey talk in a more serious way, but they are still fun. It’s good that they talk more seriously but still make the
videos fun so that we enjoy watching them and understand what they are saying”.
Most children are aware that there is false information circulating online. However, they have this notion due to warnings from
their parents, but they manifest diculties in identifying untrustworthy or even false content. Child 6 (F, 11 years old) admits: “I
think that some of them don’t always tell the truth, but I can’t gure out when they say things that are not true”. ey state trusting
the content YouTubers they “know well”, meaning that they have been following them for a while and identify with produce, as is
the case of Child 5 (M, 11 years old): I” don’t believe those [YouTubers] that I don’t know. I believe the ones I know well”. us, the
parasocial relationship that children develop towards YouTubers, based on intimacy and resemblance (De Veirman et al., 2019),
is key for the development of trust and for them to consider their messages authentic (Huggers et al., 2019), particularly when they
address serious matters (Lou & Yuan, 2019).
Additionally, Child 6 (F, 11 years old) explains how YouTubers are role models, and she believes they have the best interest of their
followers at heart: “I usually agree with them because they have an important opinion to give. Some are examples we should follow
because they know what they are saying. ey are kind to their followers, our friends, and they try to help us better understand
important topics”, thus perceiving them as authentic (Hudders et al., 2019).
Among the older children, we spotted what Davison (1983) described as the “third-person eect”. at means these children state
they used to be more inuenced by YouTubers when they were younger and consider that other children are easily inuenced, but
not them. us, they may underestimate or fail to acknowledge the inuence of YouTubers on themselves. For example, Child 1
(F, 12 years old) explains: “Now, I am more aware that some of the things they say are not totally true, so whenever I have doubts, I
search more about that topic”.
us, it is concluded that, although children consider that they do not always believe in what YouTubers explain in their videos, it
is noticeable that, in practice, they attribute high credibility to the content their favourite YouTubers produce.
doxa.comunicación |
nº 36, pp. 321-340
|
January-June of 2023
Beatriz Pinto, Alexandre Duarte and Patrícia Dias
ISSN: 1696-019X / e-ISSN: 2386-3978
331
3.3. Is the opinion of YouTubers important for children to consider a topic relevant?
Generally, the fact that a YouYuber is addressing a current topic is a sign for the children that such a topic is important; as Child
11 (M, 10 years old) states: “I agree with them. If they are talking about it, I believe that it is important, and they make me think
about it”. If they have previous knowledge about the topic, coming from parents, school or traditional media, this reinforces their
perception of the topic as important. For example, Child 12 (M, 10 years old) explains: “Yes, sometimes I was having dinner, and
I watched the news about Bolsonaro on TV. Felipe [Neto, Brazilian youtuber] had talked about that, and the news made me sure
that it was true, was really happening, and was important”. However, about half the children do not feel the need to contrast the
messages transmitted by YouTubers with other sources of information. ose who do resort mostly to Google searches, other
YouTube videos, and conversations with parents, as Child 18 (F, 8 years old) says: “When the video is over, I check with dad if what
they have said is true. Sometimes I also talk to mom or my older brother”.
Children, especially the younger ones, justify this behaviour with the strong connection they consider to have with the YouTubers,
reinforcing the role of the source in the way the child perceives the message (Zimmermann et al., 2020).
3.4. Is the opinion of YouTubers important for children to form their own opinion on a current topic?
It is evident that children tend to agree with the YouTubers’ perspectives, imitate their actions, and even act upon their suggestions.
Child (F, 10 years old) states: “I usually agree with them [YouTubers]. For example, when they said I shouldn’t judge people, I
agreed that it was important, I agreed with them. Because it was something I already knew”. Child 15 (M, 9 years old) testies
having changed his opinion because of a recommendation from a YouYuber: “A YouTuber said that a game isn’t ok for younger
ages, because it is violent, and I believe him. Probably, I am not going to play that game, even if before I thought it was a good game”.
Regarding current issues, 16 of the 20 interviewed children admitted having changed their opinion because of a YouTuber on topics
such as racism, sports and recycling. Child 17 (F, 8 years old) gives us an example: “Yes, I have changed my opinion. Because of
the videos that talk about important things, such as pollution, I have changed my way of thinking. I knew what recycling was, but I
didn’t know it prevented garbage from ending in the sea”. at is consistent with Social Cognitive eory (Bandura et al., 1961), in
which children adopt values and behaviours according to what they observe, particularly the people they like the most (Bandura,
1998). Bentley et al. (2011) suggest including YouTubers in this category. Some children explain that their opinion doesn’t change
immediately after watching a video, consistent with Westenberg’s (2016) ndings. However, the video makes them reect, and
sometimes they watch more videos about the same topic, search, or are exposed to the topic elsewhere, and this long process leads
to changes in their perspective and sometimes even in actions. Some children state that if the YouTuber is the rst contact they have
with a topic they know nothing about, they tend to be more inuential. Child 7 (M, 11 years old) provides an example: “Sometimes
they talk about new topics, things that I don’t know much about, such as Wuant [Portuguese youtuber] being vegetarian. I learned
about the topic and realized that eating less meat is important to our planet, so I became vegetarian”.
YouTubers tell us that they are aware they are role models for children, and an information source, consistently with Backes (2019).
In general, they believe they have the responsibility to use this inuence in a positive way, and they try to address current issues in
their videos with the aim of teaching children about topics they consider important (Lee & Blasco-Arcas, 2020).
332
|
nº 36, pp. 321-340
|
January-June of 2023
The Inuence of YouTubers on children (8-12 years old): current issues and brands
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
RicFazeres (gaming) stresses the importance of addressing current issues in a dialogical manner, giving his opinion, mentioning
that there are other views, and also engaging children in sharing their opinions as well, thus leading to a true discussion: “I don’t
talk about specic issues. If one topic comes up in one of the games I am playing, I talk about it, give my opinion, ask their opinion,
and try to relate what is going on in the game with real life. I always try to create debate. I try to make them aware of topics, through
my view, but always asking about their view as well”.
Margarida Antunes (lifestyle) stresses the importance of addressing some issues lightly, as they are talking to young children, but
also sharing their experiences, so that they know that the YouTubers they admire “are people like them and also have our bad days.
Sometimes they think we have a perfect life, and we don’t have any problems, and I try to show them that is a lie”.
Our interviewees also worry about generating polemic and controversy that might lead to losing followers. For example, the Scribel
brothers (vlogs and challenges) avoid “politics, religion and football, because those are delicate topics, and we can’t be radical
about them”. Margarida Antunes (lifestyle) adds “I try to share my opinion in a light way, without hurting anyone. I try to make them
think about a topic, not necessarily from my point of view, because it is very important that each one is entitled to their opinion. I
don’t like to share my opinion in a very concrete way because I know that many people who follow me think dierently, and that
is ok. I share my opinion but carefully”.
ey are also concerned about presenting solid opinions. For example, Rita Serra (fashion) states: “I always try to justify my
opinions and make my followers realize that it is my perspective about that issue, but there may be others”. Margarida Antunes
(lifestyle) talks to family members and close friends about what she intends to say in the videos, to make sure that she is “informing,
explaining and sharing my opinion without pressuring who has dierent opinions”.
e YouTubers think that their usual videos are more aligned with the preferences of their followers, but some of them report
having more feedback when they address current issues in terms of comments, but that these are positive and negative.
It can thus be seen that YouTubers are now opinion leaders among children, particularly regarding children’s opinion formation
(De Veirman et al., 2017, Backes, 2019, Swatrt et al., 2020) on topics that allow them to expand knowledge, such as those concerning
societal issues. In addition to this, YouTubers are aware of this inuence they have on children.
3.5. Do children develop more abilities to understand inuencer marketing as they grow?
In the interviews, we explored the advertising literacy of children, observing concerning shortcomings (Dumitru, 2020). Children
are able to distinguish advertising from other types of content in most media, as stated by Kunkel (2010), but struggle in identifying
other types of promotional content, such as product placement, branded content or inuence marketing. Only 3 of the older
interviewed children mentioned that YouTubers integrated advertising in their videos, but with little certainties: Child 2 (F, 12 years
old) thinks that “Advertising is when someone has a lot of views and reaches a lot of people. Others ask them to put advertising
in their videos and pay them”, Child 7 (M, 11 years old) suggests that “Advertising can be when a youtuber is sponsored and gets
stu to show their followers, or when we are watching a video and an ad pops up” and Child 15 (M, 9 years old) adds “I’m not
sure, sometimes they say that the video has advertising, or they write it, but I don’t what’s the point”. e younger children recall
YouTubers mentioning that some of their videos are sponsored, but they are not able to explain what that means. For example,
Child 3 (M, 12 years old) thinks that “some YouTubers may be sponsored to tell you what to buy. ey get paid to get your attention”,
doxa.comunicación |
nº 36, pp. 321-340
|
January-June of 2023
Beatriz Pinto, Alexandre Duarte and Patrícia Dias
ISSN: 1696-019X / e-ISSN: 2386-3978
333
while Child 6 (F, 11 years old) believes that “I think that brands sponsor the youtuber so that he can earn money. Brands help him
do that”. In addition, children also struggle to explain what the purpose of advertising is, failing to acknowledge its persuasive
intent. Although still decient, the advertising literacy of the older children is higher than in the case of younger children.
Most children are aware that YouTubers get paid for their videos, but they are not exactly sure how or by whom. Child 4 (M, 12 years
old) admits “Yes, I know that they get money, but I don’t know how they get money”. About half the children know that YouTubers
receive products from brands to try and make videos giving their recommendations about them, and some know that sometimes
they receive money from brands to talk about their oers. However, the role of YouTube itself is less clear for them. Child 7 (M, 11
years old) risks saying: “I think they get money if people go to a website from a link that they share. If people use their link and spend
money on that brand, they also get money”. Child 10 (F, 10 years old) adds her view about the role of YouTube in this process: “I
think that as they [YouTubers] entertain people, and they spend money in the games just for entertaining the followers, YouTube
gives them money to buy stu and make better videos”.
Most children add that they prefer watching the YouTubers recommendations on brands and products to advertising, because
YouTubers showcase the products in a fun and creative way, and ads interrupt their activities in an intrusive way. is is the case
of Child 7 (F, 11 years old): “I like watching YouTubers showing things, because it is fun to see what they bought, or what they got
as a present. ere is always cool stu”. e combination of the parasocial relationship children develop towards their favorite
YouTubers and their lack of understanding about their activity and remuneration results in them attributing a high credibility
to the recommendations of YouTubers about brands. Many of the interviewed children (12 out of 20) admit having felt the urge
to buy something following a YouTuber recommendation, and some have even asked their parents to make the purchase, as the
testimonies of Child 3 (M, 12 years old) - “I wanted to have some stu, but I think that if I asked my parents, they wouldn’t buy me.
Only if it was Christmas or something, because for my parents it’s too expensive” - and Child 10 (F, 10 years old) - “Yes, I thought
something was cool and my mother gave it to me” - show.
is diculty in identifying and understanding advertising is a very important aspect, because the older children identied an
association between the promotion of certain products and brands and addressing current issues, namely healthy food and
protecting the environment. Examples are given by Child 5 (F, 11 years old) - “When they are showing stu they get, they may talk
about healthy food. ey say they will try that food that they got, because it’s healthier, and we should eat healthy” - and Child 1
(F, 12 years old) - “Some YouTubers show looks and talk about clothes that are bad for the planet, because they are made badly,
and about good clothes that they get from sponsors”. In this case, the children regard the video as a “life lesson” as they explained
before, they believe that the YouTuber is trying to advise them to lead a better life and miss the persuasive intent behind the
message. For example, Child 2 (F, 12 years old) believes that “We watch them try sneakers and make-up on, live, so I think they say
what they really think” and Child 15 (M, 9 years old) adds “He says what he thinks [about products], for sure”. e testimonies of
our interviewees are consistent with Bonaga and Turiel (2016), Ramos-Serrano and Herrero (2016) and Rios (2017), children often
fail to acknowledge that YouTubers inuence them, either their opinions about current issues or their consumption, although this
inuence is evident in their behavior.
All of the interviewed YouTubers are aware that they are role models for children, consistently with Delbaere et al. (2020). e
Scribel brothers (vlogs and lifestyle) say “the kids who follow us look at us as a model, a reference”, and Margarida Antunes (lifestyle)
334
|
nº 36, pp. 321-340
|
January-June of 2023
The Inuence of YouTubers on children (8-12 years old): current issues and brands
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
adds “I feel a great responsibility”. RicFazeres (gaming) expands: “we have a lot of responsibility. I don’t think everything is ok when
it comes to creating content for YouTube or another platform. We are inuencers, we inuence minds, create mindsets, so I think
we have a big responsibility”. Rita Serra (fashion) adverts: “we must be careful because they copy our behavior, attitudes, and even
phrases. ey are very inuential”.
Being aware of their inuence on children, our interviewees mention aspects that they are very careful with. Beatriz Freitas-Branco
(lifestyle) tries to “simplify, because there might be younger kids watching, and I want my message to be understood by everyone
who watches my videos”. e Scribel brothers (vlogs and challenges) avoid “risk behaviors” such as “cursing, drinking alcohol and
mocking other people”. Rita Serra (fashion) makes sures she explains and justies the opinions and recommendations she shares.
Regarding current issues, YouTubers are aware that they have a strong weight on building the children’s opinions, as they are still
developing (Delbaere et al., 2020). ey believe that sharing their own opinions and experiences provides the children guidelines
and examples but motivate their followers to form their own ideas. e Scribel brother (vlog and challenges) agree that “we form
opinions, and dealing with young followers, who are still forming their way of thinking, they absorb everything we say. We motivate
them to have their own opinion, but we know we end up inside their heads”. Rita Serra (fashion) adds “if we can be a positive
inuence, we should do it”.
Regarding inuence marketing, the interviewed YouTubers also admit having a strong inuence on their followers, and therefore
being careful about the brands they work with. For example, Beatriz Freitas-Branco (lifestyle) tells us that “I only talk about brands
and products I like. I have given negative feedback to brands. ey invited me for a partnership and sent me clothes and I had to
tell them that the clothes were not good, they were transparent, to short and were unattering. I apologized but said that I didn’t
like the products and that the partnership didn’t make sense”. On the contrary, she enjoys working with brands that promote values
which are also important for her: “ere are brands, as is the case of Swipe. ey focus on reducing the manufacturing of mobile
phones. So, they are eco-friendly. ey didn’t ask me to talk about them, but I did, because I believe in what the brand stands for.
And then they proposed a partnership”. On the other hand, RicFazeres (gaming) does not integrate promotional content subtly
in his videos, he tries to make it clear for children that promotional content is dierent from his usual entertainment content:
“When I show products in my videos, it is not random (...) or disguised. I do it naturally, organically, very clearly. I tell my followers
what I am showing them and what the brand wants to sell”. Coates et al. (2019) advert that this may help the identication of
promotional content but does not ensure its understanding. Beatriz Freitas-Branco (lifestyle) and Margarida Antunes (lifestyle)
trust that children can spot promotional content even if inserted subtly in their videos. e YouTubers argue that their strategy
does not arise ethical issues because they only promote brands that they genuinely like - and this is also more ecient for brands
(González, 2020).
Some of the YouTubers refer that brands they have worked with have asked them to associate them with current issues (González,
2020), namely around the topics of healthy food and sustainability. Again, Beatriz Freitas-Branco and the Scribel brothers state that
they only do it if they agree with the importance of the issues at stake.
us, even though there is awareness on the part of the YouTubers interviewed regarding their responsibility as opinion leaders for
children, it is not clear to all YouTubers that children have weaknesses regarding the recognition and understanding of advertising,
doxa.comunicación |
nº 36, pp. 321-340
|
January-June of 2023
Beatriz Pinto, Alexandre Duarte and Patrícia Dias
ISSN: 1696-019X / e-ISSN: 2386-3978
335
and therefore they do not adopt measures to safeguard them in this aspect when they make advertising campaigns, namely on
current aairs.
3.6. Does YouTubers’ inuence diminish as children grow?
Older children explain that they currently view content produced by YouTubers less regularly than when they were younger. Child
1 (F, 12 years old) explains: “I also watch videos from YouTubers, but I’ve seen a lot more (…). However, regardless of age, they still
attach high credibility to what these people say in their videos”.
e inuence of YouTubers on children’s opinion and behavior is evident and common to dierent age groups, but we were able
to observe that, as children grow up, they are exposed to more sources of information, and also become more interested in current
aairs, searching actively about their interests. us, they naturally contrapose information that reaches them through dierent
sources. If consistent, this reinforces their trust on YouTubers; if contradictory, this propels them to further research and reect
upon the issue.
Regarding advertising literacy, our ndings also show that, despite displaying shortcomings, the older children are more aware
about how YouTubers monetize their content and about how they relate to brands. In addition, at this age, the desire to purchase
products promoted on YouTubers’ channels is also lower than at other ages.
We believe that further research is necessary on this topic, but our ndings point to a decrease of YouTubers’ inuence as children
grow up.
4. Conclusion
is study urges us to reect on the weight that digital inuencers – in this case YouTubers - bear in children’s lives. eir inuence
goes far beyond inuence marketing applied to the promotion of products, services, and brands. Our research showed that children
resort to YouTube as a tool for searching - especially the younger ones – and that they consider YouTubers’ user-generated content
a reliable source of information and a more entertaining way of learning. In addition, YouTubers also inuence the children’s
opinions and views on current issues.
is inuence is reinforced by the parasocial relationship that children develop towards their favorite YouTubers. Children value
that YouTubers share personal experiences and trust them because they are slightly older and more experienced but still close
enough for them to identify with. Some of the children we interviewed admitted having YouTubers as role models and having
changed their way of thinking because of YouTubers. If the children already have an opinion about the topic, they consider the
YouTuber’s view and form their own opinion, but if they are exposed to a topic that is new for them, they likely adopt the opinion
shared by YouTubers.
e strong bond that children develop towards their favorite YouTubers presents both opportunities and risks. On the other hand,
the fact that YouTubers address current issues is also an opportunity for children to learn and be aware about important topics from
an early age, in a way that is accessible and even interesting to them. On the other hand, YouTubers are inuential in the formation
of children’s opinions about current issues, and children tend to adopt the views and perspectives shared by YouTubers.
336
|
nº 36, pp. 321-340
|
January-June of 2023
The Inuence of YouTubers on children (8-12 years old): current issues and brands
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
e vulnerability of children to the parasocial relationships that they develop on YouTube is countered by the acquisition
of knowledge about how digital media work and what is inuence marketing, by the development of digital skills, and by the
development of critical thinking – all dimensions of media and advertising literacy. Either considering current issues, or
promotional content - particularly because they may appear associated, as children are exposed to the inuence of YouTubers
from an early age, it is essential that they are supported and stimulated to develop media and advertising literacy that helps them
cope with this inuence critically and think for themselves. Our research also demonstrated that media and advertising literacy
is developed by children as they grow up, and that this knowledge and skill is essential for them to cope safely, responsibly, and
critically with the digital world. Many children in our sample claim knowing that not all the information transmitted by YouTubers
is true. However, they admit identifying with YouTubers, considering them honest and authentic, and even admiring them as
role models, thus forming a parasocial relationship towards them. Additionally, they also present shortcomings in their media
literacy and advertising literacy, as, although aware that YouTubers have relationships with brands and get revenue for their videos,
they are not able to explain exactly how that happens, nor can they describe the role of YouTube itself in this business. us, it is
mandatory that media and advertising literacy is developed by children earlier on, as they are exposed to online advertising and
to inuence marketing from a young age. is should be a joint eort of families, as they are the rst
locus
of contact with digital
media, and also of formal education, which should include media and advertising literacy in the curricula earlier on.
Our ndings also reveal that most YouTubers are aware of their inuence on children and most of them display ethical concerns.
However, it would be better if the protection of children relied on adequate legislation applicable to YouTubers and to inuence
marketing, instead of on their goodwill.
5. Acknowledgements
Article translated into Spanish by Ana Varona Cabrera.
6. Specic contributions from each author
Name and Surname
Conception and design of the workAlexandre Duarte, Beatriz Pinto, and Patrícia Dias
Methodology
Alexandre Duarte, and Patrícia Dias
Data gathering and analysisBeatriz Pinto
Discussion and conclusionsAlexandre Duarte, Beatriz Pinto, and Patrícia Dias
Writing, formatting, review, and version approvalAlexandre Duarte, Beatriz Pinto, and Patrícia Dias
doxa.comunicación |
nº 36, pp. 321-340
|
January-June of 2023
Beatriz Pinto, Alexandre Duarte and Patrícia Dias
ISSN: 1696-019X / e-ISSN: 2386-3978
337
7. Bibliographic references
Araújo, C. S., Magno, G., Meira, W., Almeida, V., Hartung, P., & Doneda, D. (2017). Characterizing videos, audience, and advertising
in Youtube channels for kids. In
International Conference on Social Informatics
(pp. 341-359). Springer, Cham.
https://doi.
org/10.1007/978-3-319-67217-5_21
Arnold, A. (2017). Why YouTube stars inuence millennials more than traditional celebrities.
Forbes
, June, 20.
Backes, S. (2019). A teoria do duplo uxo da comunicação no contexto das redes sociais: inuenciadores digitais como líderes de
opinião.
Anais de Resumos Expandidos do Seminário Internacional de Pesquisas em Midiatização e Processos Sociais
, 1(2).
Bandura, A. (1988). Organisational applications of social cognitive theory.
Australian Journal of management
, 13(2), 275-302.
https://doi.org/10.1177/031289628801300210
Bandura, A., & Huston, A. C. (1961). Identication as a process of incidental learning.
e Journal of Abnormal and Social Psychology
,
63(2), 311. https://doi.org/10.1037/h0040351
Banning, S. A., & Sweetser, K. D. (2007). How much do they think it aects them and whom do they believe?: Comparing the
third-person eect and credibility of blogs and traditional media.
Communication Quarterly
, 55(4), 451-466.
https://doi.
org/10.1080/01463370701665114
Bentley, R. A., Earls, M., & O’Brien, M. J. (2011
). I’ll have what she’s having: Mapping social behavior.
MIT Press.
Bonaga, C., & Turiel, H. (2016).
Mamá, quiero ser youtuber.
Ediciones Temas de Hoy.
Brosius, H.-B.; Engel, D. (1996). e causes of third-person eects: unrealistic optimism, impersonal impact, or generalized negative
attitudes towards media inuence?
International Journal of Public Opinion Research,
8(2), 142–162.
https://doi.org/10.1093/
ijpor/8.2.142
Coates, A. E., Hardman, C. A., Halford, J. C. G., Christiansen, P., & Boyland, E. J. (2019). e eect of inuencer marketing of food and
a “protective” advertising disclosure on children’s food intake.
Pediatric obesity,
14(10), e12540. https://doi.org/10.1111/ijpo.12540
Creswell, J. W. (2009). Mapping the eld of mixed methods research.
Journal of mixed methods research
,
3
(2), 95-108.
https://doi.
org/10.1177/1558689808330883
Chatzopoulou, G., Sheng, C., & Faloutsos, M. (2010).
A rst step towards understanding popularity in YouTube.
In 2010 INFOCOM
IEEE Conference on Computer Communications Workshops (pp. 1-6). IEEE. https://doi.org/10.1109/infcomw.2010.5466701
Chau, C. (2010). YouTube as a participatory culture.
New directions for youth development,
2010(128), 65-74.
https://doi.org/10.1002/
yd.376
Chiang, H. S., & Hsiao, K. L. (2015). YouTube stickiness: the needs, personal, and environmental perspective.
Internet Research
,
25(1), 85-106. https://doi.org/10.1108/intr-11-2013-0236
Davison, W. P. (1983). e third-person eect in communication.
Public opinion quarterly,
47(1), 1-15. https://doi.org/10.1086/268763
De Veirman, M., Hudders, L., & Nelson, M. R. (2019). What is inuencer marketing and how does it target children? A review and
direction for future research.
Frontiers in psychology,
10, 2685. https://doi.org/10.3389/fpsyg.2019.02685
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
338
|
nº 36, pp. 321-340
|
January-June of 2023
The Inuence of YouTubers on children (8-12 years old): current issues and brands
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Delbaere, M., Michael, B., & Phillips, B. J. (2021). Social media inuencers: A route to brand engagement for their followers.
Psychology & Marketing,
38(1), 101-112. https://doi.org/10.1002/mar.21419
Dingli, A., & Seychell, D. (2015).
e new digital natives.
Cutting the Chord. Berlin/Heidelberg.
https://doi.
org/10.1007/978-3-662-46590-5
Dumitru, E. A. (2020). Testing Children and Adolescents’ Ability to Identify Fake News: A Combined Design of Quasi-Experiment
and Group Discussions.
Societies,
10(3), 71. https://doi.org/10.3390/soc10030071
Dyosi, N., & Hattingh, M. (2018).
Understanding the extent of and factors involved in the use of YouTube as an informal learning tool
by 11-to 13-year-old children
. In International conference on innovative technologies and learning (pp. 351-361). Springer, Cham.
https://doi.org/10.1007/978-3-319-99737-7_38
Elias, N., & Sulkin, I. (2017). YouTube viewers in diapers: An exploration of factors associated with amount of toddlers’ online viewing.
Cyberpsychology: Journal of Psychosocial Research on Cyberspace,
11(3). https://doi.org/10.5817/cp2017-3-2
Folkvord, F., Bevelander, K. E., Rozendaal, E., and Hermans, R. (2019). Children’s bonding with popular YouTube vloggers and
their attitudes toward brand and product endorsements in vlogs: an explorative study.
Young Consumers.
20, 77–90.
https://doi.
org/10.1108/yc-12-2018-0896
García Jiménez, A., Tur-Viñes, V., & Pastor Ruiz, Y. (2018). Consumo mediático de adolescentes y jóvenes. Noticias, contenidos
audiovisuales y medición de audiências,
Icono 14,
16(1), 22-46. https://doi.org/10.7195/ri14.v16i1.1101
González, D. (2020). A Nova Era do Marketing de Inuência.
LLYC
.
https://bit.ly/3hIB7e5
Hassinger-Das, B., Dore, R. A., Aloisi, K., Hossain, M., Pearce, M., & Paterra, M. (2020). Children’s Reality Status Judgments of Digital
Media: Implications for a COVID-19 World and Beyond.
Frontiers in psychology,
11. https://doi.org/10.3389/fpsyg.2020.570068
Hugger, K. U., Braun, L. M., Noll, C., Nowak, T., Gräßer, L., Zimmermann, D., & Kaspar, K. (2019). Zwischen Authentizität und
Inszenierung: Zur medienkritischen Einschätzung informationsorientierter YouTuber* innen-Videos durch Jugendliche.
Instagram
und YouTube der (Pre-) Teens. Inspiration, Beeinussung, Teilhabe
, 29-36.
Izci, B., Jones, I., Özdemir, T. B., Alktebi, L., & Bakir, E. (2019). Youtube & young children: research, concerns and new directions.
Crianças, famílias e tecnologias. Que desaos? Que caminhos?
81-92.
https://bit.ly/3FKxCfg
Jerslev, A. (2016). Media times| in the time of the microcelebrity: celebrication and the YouTuber Zoella.
International journal of
communication
,
10
, 19.
https://ijoc.org/index.php/ijoc/article/view/5078
Kothari, C. R. (2004).
Research methodology: Methods and techniques.
New Age International.
Knorr, C. (2016). What kids are really watching on YouTube.
Common Sense Media
, 15.
Kunkel, D. (2010). Commentary mismeasurement of children’s understanding of the persuasive intent of advertising.
Journal of
Children and Media
, 4 (1), 109-117. https://doi.org/10.1080/17482790903407358
Lange, P. G. (2018). Informal learning on YouTube.
e international encyclopedia of media literacy
, 1-11.
https://doi.
org/10.1002/9781118978238.ieml0090
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
doxa.comunicación |
nº 36, pp. 321-340
|
January-June of 2023
Beatriz Pinto, Alexandre Duarte and Patrícia Dias
ISSN: 1696-019X / e-ISSN: 2386-3978
339
Lee, H. H. M., & Blasco-Arcas, L. (2020). Inuencer marketing post Covid-19: Notes on being a personal brand.
Managing a Post-
Covid19 Era
, 25.
Lewis, R. (2020). “is is what the news Won’t show you”: YouTube creators and the reactionary politics of micro-celebrity.
Television
& New Media,
21(2), 201-217. https://doi.org/10.1177/1527476419879919
Livingstone, S., Davidson, J., Bryce, J., Batool, S., Haughton, C., & Nandi, A. (2017). Children’s online activities, risks and safety: a
literature review by the UKCCIS evidence group.
https://bit.ly/3WdKktP
Lou, C., & Yuan, S. (2019). Inuencer marketing: how message value and credibility aect consumer trust of branded content on
social media.
Journal of Interactive Advertising,
19(1), 58-73. https://doi.org/10.1080/15252019.2018.1533501
Mason, J. (2017).
Qualitative researching
. Sage.
Neumann, M. M., & Herodotou, C. (2020). Evaluating YouTube videos for young children.
Education and Information Technologies,
25(5), 4459-4475. https://doi.org/10.1007/s10639-020-10183-7
Neumann, M. M., & Herodotou, C. (2020). Young Children and YouTube: A global phenomenon.
Childhood Education,
96(4), 72-77.
https://doi.org/10.1080/00094056.2020.1796459
Nuñez-Gómez, P., Rodrigo-Martín, L., Rodrigo-Martín, I. & Mañas-Viniegra, L. (2020). Tendencias de consumo y nuevos canales para
el marketing em menores y adolescentes. La generación Alpha em España y su consumo tecnológico.
Revista Ibérica de Sistemas e
Tecnologias de Informação
(34), 391-407.
https://bit.ly/3YIeA1C
Nuñez-Gómez, P., Sánchez-Herrera, J. & Pintado-Blanco, T. (2020). Children’s Engagement with Brands: From Social Media
Consumption to Brand Preference and Loyalty.
Sustainability,
12(22), 9337.
https://doi.org/10.3390/su12229337
Pérez-Torres, V., Pastor-Ruiz, Y., & Abarrou-Ben-Boubaker, S. (2018). Youtuber videos and the construction of adolescent identity.
Comunicar.
Media education research journal,
26(55), 61-70. https://doi.org/10.3916/c55-2018-06
Ponte, C. & Batista, S. (2019
). EU Kids Online Portugal. Usos, competências, riscos e mediações da Internet reportados por crianças e
jovens (9-17 anos
). EU Kids Online e NOVA FCSH.
https://bit.ly/3jn0hj3
Quivy, R., & Van Campenhoudt, L. (1992).
Manual de investigação em ciências sociais
. Gradiva.
Ramos-Serrano, M., & Herrero Diz, P. (2016). Unboxing and brands: YouTubers phenomenon through the case study of EvanTubeHD.
Prisma Social: Revista de Ciencias Sociales
, 1, 90-120.
https://revistaprismasocial.es/article/view/1315
Rideout, V. (2016) Measuring time spent with media: the Common Sense census of media use by US 8- to 18-year-olds,
Journal of
Children and Media
, 10:1, 138-144, DOI:
10.1080/17482798.2016.1129808
Rios, G. (2017). O poder dos micro-inuenciadores.
Marketeer
. Obtido de https://marketeer.pt/2017/06/26/o-poder-dos-micro-in
-
uenciadores/
Taherdoost, H. (2016). Sampling methods in research methodology; how to choose a sampling technique for research. How to
Choose a Sampling Technique for Research (April 10, 2016). https://doi.org/10.2139/ssrn.3205035
Tur-Viñes, V., Núñez-Gómez, P., & González-Río, M. J. (2018). Menores inuyentes en YouTube. Un espacio para la responsabilidad.
Revista latina de comunicación social
, (73), 1211-1230. https://doi.org/10.4185/rlcs-2018-1303
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
340
|
nº 36, pp. 321-340
|
January-June of 2023
The Inuence of YouTubers on children (8-12 years old): current issues and brands
ISSN: 1696-019X / e-ISSN: 2386-3978
doxa.comunicación
Tur-Viñes, V., Núñez Gómez, P., & Martínez-Pastor, E. (2019). YouTube, menores y cultura colaborativa. Revisión bibliográca de la
investigación académica.
Historia y Comunicación Social,
24(1), 331-351. https://doi.org/10.5209/hics.64498
Van Dam, S., & Van Reijmersdal, E. A. (2019). Insights in adolescents’ advertising literacy, perceptions and responses regarding
sponsored inuencer videos and disclosures.
Cyberpsychology: Journal of Psychosocial Research on Cyberspace
, 13(2), article 2.
https://doi.org/10.5817/cp2019-2-2
Vehovar, V., Toepoel, V., & Steinmetz, S. (2016).
Non-probability sampling.
e Sage handbook of survey methods, 329-345.
https://
doi.org/10.4135/9781473957893.n22
Vermeulen, A., Vandebosch, H., & Heirman, W. (2018). Shall I call, text, post it online or just tell it face-to-face? How and why Flemish
adolescents choose to share their emotions on-or oine.
Journal of Children and Media,
12(1), 81-97.
https://doi.org/10.1080/174
82798.2017.1386580
Watkins, K. E., Marsick, V. J., Woord, M. G., & Ellinger, A. D. (2018). e evolving Marsick and Watkins (1990) theory of informal and
incidental learning.
New directions for adult and continuing education,
2018(159), 21-36. https://doi.org/10.1002/ace.20285
Westenberg, W. M. (2016). e inuence of YouTubers on teenagers: a descriptive research about the role YouTubers play in the life
of their teenage viewers (Master’s thesis, University of Twente).
Ya
ş
aro
ğ
lu, C. & Boylu, M. (2020). YouTubers’ Eect on Children’s Values: Parents’ Views.
European Journal of Educational Sciences,
7(4), 1-15. https://doi.org/10.19044/ejes.v7no4a1
Zimmermann, D., Noll, C., Gräßer, L., Hugger, K. U., Braun, L. M., Nowak, T., & Kaspar, K. (2020). Inuencers on YouTube: a
quantitative study on young people’s use and perception of videos about political and societal topics.
Current Psychology,
1-17.
https://doi.org/10.1007/s12144-020-01164-7
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>
<p>[Enlace de URL / hc (has AS)]</p>