Educomunicación y uso adecuado de redes sociales en la preadolescencia
Kaydedildi:
| Yayımlandı: | Comunicar vol. 33, no. 80 (2025), p. 49-60 |
|---|---|
| Yazar: | |
| Diğer Yazarlar: | , |
| Baskı/Yayın Bilgisi: |
Grupo Comunicar
|
| Konular: | |
| Online Erişim: | Citation/Abstract Full Text Full Text - PDF |
| Etiketler: |
Etiket eklenmemiş, İlk siz ekleyin!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3278013366 | ||
| 003 | UK-CbPIL | ||
| 024 | 7 | |a 10.5281/zenodo.15565770 |2 doi | |
| 035 | |a 3278013366 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 142130 |2 nlm | ||
| 100 | 1 | |a Castillo-Esparcia, Antonio |u University of Malaga (Spain) | |
| 245 | 1 | |a Educomunicación y uso adecuado de redes sociales en la preadolescencia | |
| 260 | |b Grupo Comunicar |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a El uso de redes sociales durante la preadolescencia impacta cognitiva, conductual y emocionalmente en el desarrollo educativo de los menores. Teniendo esto en cuenta, el estudio abarca dos dimensiones. Primeramente, tiene como objetivo examinar los patrones de uso de redes sociales en un grupo de alumnos en edad preadolescente, con el propósito de establecer posibles correlaciones con su rendimiento escolar. Por otro lado, busca evaluar la eficacia de una intervención comunicativa orientada a concienciar sobre el correcto uso de redes sociales, tanto en términos informativos como en la modificación de comportamientos. El enfoque metodológico implica un diseño pre-test post-test en un solo grupo experimental, conformado por 136 estudiantes de entre 10 y 12 años. El análisis de datos se realiza mediante técnicas estadísticas, que incluyen un análisis de correlación, un modelo de regresión logística binaria (RLB) y un test de Wilcoxon de datos pareados. Los resultados indican que los sujetos de la muestra dedican casi dos horas diarias al uso de redes sociales, mientras que el control parental es insuficiente e ineficaz. Se observa una correlación inversa entre el rendimiento escolar y el número de redes sociales utilizadas, así como con las horas diarias de uso. No obstante, tras la implementación de las acciones, se evidencia una disminución estadísticamente significativa en los patrones de uso y consumo de estas plataformas. The use of social media during preadolescence has cognitive, behavioral, and emotional impacts on the educational development of minors. With this in mind, the study encompasses two dimensions. Firstly, it aims to examine the social media usage patterns of a group of preadolescent students, with the goal of establishing possible correlations with their academic performance. Secondly, it seeks to evaluate the effectiveness of a communicative intervention aimed at raising awareness about the proper use of social media, focusing on both informative aspects and behavior modification. The methodological approach involves a pre-test post-test design with a single experimental group, consisting of 136 students aged 10 to 12. Data analysis is carried out using statistical techniques, including correlation analysis, a binary logistic regression model (BLR), and a Wilcoxon signed-rank test for paired data. The results indicate that the subjects in the sample spend almost two hours a day on social media, while parental control is insufficient and ineffective. An inverse correlation is observed between academic performance and both the number of social media platforms used and the daily hours of use. However, after the implementation of the actions, a statistically significant decrease in usage and consumption patterns of these platforms is evident. | |
| 653 | |a Academic achievement | ||
| 653 | |a Social media | ||
| 653 | |a Behavior modification | ||
| 653 | |a Data analysis | ||
| 653 | |a Regression analysis | ||
| 653 | |a Correlation analysis | ||
| 653 | |a Language usage | ||
| 653 | |a Childrearing practices | ||
| 653 | |a Social networks | ||
| 653 | |a Consumption patterns | ||
| 653 | |a Older children | ||
| 653 | |a Mass media | ||
| 653 | |a Performance evaluation | ||
| 653 | |a Parents & parenting | ||
| 653 | |a Cognitive-behavioral factors | ||
| 653 | |a Parental control | ||
| 653 | |a Students | ||
| 653 | |a Tests | ||
| 653 | |a Statistical methods | ||
| 653 | |a Pretesting | ||
| 653 | |a Supervision | ||
| 653 | |a Educational Development | ||
| 653 | |a Social Behavior | ||
| 653 | |a Preadolescents | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Pretests Posttests | ||
| 653 | |a Correlation | ||
| 653 | |a Test Construction | ||
| 700 | 1 | |a Serna-Ortega, álvaro |u University of Malaga (Spain) | |
| 700 | 1 | |a Moreno-Cabanillas, Andrea |u University of Malaga (Spain) | |
| 773 | 0 | |t Comunicar |g vol. 33, no. 80 (2025), p. 49-60 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3278013366/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3278013366/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3278013366/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |