Parents use a variety of mediation strategies, such as rule-setting, instructing, co-using, and monitoring, centered on their intentions to mediate their children's smartphone use. Common parental aims for mediation often include the facts of ensuring children's online safety and encouraging children's involvement to explore online opportunities. Recent literature reiterates that parental mediation theory should also consider parents' aspirations to be participatory with their adolescents rather than being focused only on parental protection and "good parent" motives. The current study proposes examining the existence of two new parental mediation strategies, participatory use (PU) and participatory learning (PL) intended for sharing and learning, using the data collected from adolescents (N = 420, aged 13-17). The study also explores the other common mediation strategies practiced during adolescent smartphone use. In addition, a structural equation model was tested in order to comprehend the relation of PU and PL to other parental mediation strategies.