"Digital Parenting and Learning Engagement Survey Data, Taraba State, Nigeria"

This study examined digital parenting as a predictor of learning engagement among university students in Taraba State, Nigeria, and tested whether gender and age-based cohort moderate this relationship, after controlling for average daily digital device use. A cross-sectional, correlational-predictive survey design was employed with 571 degree-level students who responded to a structured, online-administered questionnaire measuring digital parenting (12 items, α = .93) and learning engagement (12 items, α = .86) on four-point extent scales. Data were analysed using hierarchical multiple regression and moderated regression with mean-centred predictors. Results showed that digital parenting significantly and positively predicted learning engagement, b = .08, t(568) = 3.24, p = .001, accounting for an additional 1.8% of variance beyond the covariate (ΔR² = .018, p = .001). Neither gender (b = −.02, p = .742) nor age-based cohort (b = −.04, p = .387) significantly moderated the digital parenting-learning engagement relationship, although students aged 25 years and above reported significantly higher learning engagement than younger students irrespective of digital parenting level (b = .10, p = .014). An exploratory item-level analysis further indicated that communicative and modelling-based parenting practices (e.g., discussing online safety, demonstrating responsible digital habits) were more strongly associated with engagement than restrictive or technical-monitoring practices, offering a novel, practice-level insight beyond the composite-level finding. The results support digital parenting as a modest but statistically significant proximal influence on academic engagement that operates similarly across gender and broad age groups. Implications for parental digital-mediation training and school-based digital literacy programmes in Nigeria are discussed, alongside limitations related to sample composition and the cross-sectional design.