Perception of trainers and students on the measures to be taken to solve the addiction of young people to social networks

  1. Valencia-Ortiz, Rubicelia 1
  2. Cabero-Almenara, Julio 2
  3. Garay Ruiz, Urtza 3
  1. 1 Universidad del País Vasco / Euskal Herriko Unibertsitatea (UPV/EHU) y MacMillan Education Mexico
  2. 2 Catedrático de la Universidad de Sevilla
  3. 3 Profesora de la Universidad del País Vasco / Euskal Herriko Unibertsitatea (UPV/EHU)
Aldizkaria:
Digital Education Review

ISSN: 2013-9144

Argitalpen urtea: 2021

Zenbakien izenburua: Number 39, June 2021 [Monographic] Techno-addiction among the young, adolescents and children

Zenbakia: 39

Orrialdeak: 141-158

Mota: Artikulua

DOI: 10.1344/DER.2021.39.141-158 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: Digital Education Review

Garapen Iraunkorreko Helburuak

Laburpena

Addictions to online social networks is a problem facing technological societies, and those most affected by this phenomenon are young people and teenagers. Among its effects are the decrease in academic performance and the increase in violent behavior. Given these facts, governments around the world are adopting mechanisms for their prevention. The present work describes the results of research focused on investigating the proposals that would be adopted by the members of the educational community to carry out preventive actions against the addiction and abuse of online social networks. The methodological design has been based on the intensive use of the Nominal Groups technique developed by Delbecq and Andrew in 1971 and which facilitates reaching consensus in a structured group process. The results show the high degree of coincidence among the participants stands out, which validates the usefulness of the measures, and that the addiction to social networks perceives it as a direct consequence of the addition to mobile phones and the Internet. Therefore, it seems necessary that prevention plans should have a generalized perspective that encompasses all three technologies

Erreferentzia bibliografikoak

  • Ávila. D., Pardo. E., & Muñoz. M. (2018). Escala de Adicción al Internet de Lima (EAIL): Análisis psicométrico. Revista Iberoamericana de Psicología, 11(3). 100-107. doi: https://doi.org/10.33881/2027-1786.rip.11309
  • Banyai, F., Zsila, A., Király, O., Maraz, A., Elekes, Z., Griffiths, M.D., Andreassen, C. & Demetrovics, D. (2017). Problematic social media use: results from a large-scale nationally representative adolescent sample. PLoS ONE, 12(1), 1-13.
  • Basteiro, J., Robles, A., Juarros, J. & Pedrosa, I. (2013). Adicción a las redes sociales: creación y validación de un instrumento de medida. Revista de Investigación y Divulgación en Psicología y Logopedia, 3(1), 2-8.
  • Cabero, J. (2013). El aprendizaje autorregulado como marco teórico para la aplicación educativa de las comunidades virtuales y los entornos personales de aprendizaje. Revista Electrónica Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 14(2), 133-156
  • Cañón, S.C., Castaño, J.J., Hoyos, D.C., Jaramillo, J.C., Leal, D.R., Rincón, R., Sánchez, E.A. y Ureña, L.E. (2016). Uso de internet y su relación con la salud en estudiantes universitarios de la ciudad de Manizales (Caldas-Colombia), 2015-2016. Archivos de Medicina, 16(2), 312-325.
  • Chóliz, M. & Marco, C. (2012). Adicción a Internet y redes sociales. Tratamiento psicológico. Madrid: Alianza.
  • Delbecq, A. & Andrew, V.A. (1971). Group Process Model For Problem Identification and Program Planning. Journal of Applied Behavioral Science, 7, 466-492.
  • Dong, G., Lin, X., Zhou, H. & Lu, Q. (2014). Cognitive flexibility in internet addicts: fMRI evidence from difficultto-easy and easy-to-difficult switching situations. Addictive Behaviors, 39, 677–683. doi:10.1016/j.addbeh.2013.11.028.
  • Escurra, M. & Salas, E. (2014). Construcción y validación del cuestionario de adicción a redes sociales (ARS). LIBERABIT, 20(1), 73-91.
  • Ganesh, A., Pragyakumari, D., Ramsudarsan, N, Rajkumar, M., Shyam, S. & Balaji, S. K. (2017). Self-reported behaviour about internet addiction among medical and paramedical students. Journal of Clinical & Diagnostic Research, 11(10), 10-13. doi:10.7860/JCDR/2017/26278.10775
  • García-Ramos, J. M., Lacalle, M., Valbuena, C. & Polaino-Lorente, A. (2019). Relaciones familiares y tiempo compartido y su efecto en el bienestar de los adolescentes. Revista Complutense de Educación, 30 (3), 895-915.
  • Gordo. A., García. A., De Rivera. J., & Díaz-Catalán, C. (2018). Jóvenes en la encrucijada digital. Itinerarios de socialización y desigualdades en los entornos digitales. Madrid: Morata.
  • Harvey, N. & Holmes, C.A. (2012). Nominal group technique: an effective method for obtaining group consensus. International Journal of Nursing Practice, 18, 188–194. doi: https://doi.org/10.1111/ijn.2012.18.issue-2.
  • Hugé, J. & Mukherjee, N. (2018). The nominal group technique in ecology & conservation: Application and challenges. Methods in Ecology and Evaluation, 9, 33-41. doi: 10.1111/2041-210X.12831.
  • Lacka, E., Wong, T.C., Mohamed, W. & Haddoud, M.Y. (2021). Can digital technologies improve students efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education. Compurters & Education, 163, 6-11. doi: https://doi.org/10.1016/j.compedu.2020.104099
  • Lee, Z., & Cheung, C. (2014). Problematic use of social networking sites: The role of self-esteem. International Journal of Business and Information, 9(2). 143-159.
  • Lennon, R., Glasper, A. & Carpenter, D. (2012). Nominal Group Technique: its utilisation to explore the rewards and challenges of becoming a mental health nurse, prior to the introduction of the all graduate nursing curriculum in England. Working Papers in Health Sciences, 1(2), 1-5.
  • Liu, Ch. y Mab, J. (2018). Development and validation of the Chinese social media addiction scale. Personality and Individual Differences, 134, 55–59. doi: https://doi.org/10.1016/j.paid.2018.05.046.
  • Malo. S., Martín. M., & Viñas. F. (2018). Uso excesivo de redes sociales: Perfil psicosocial de adolescentes españoles. Comunicar, 56, 101-110. doi: https://doi.org/10.3916/C56-2018-10.
  • Manera, K., Hanson, C., Gutman, T. & Tong, A. (2018). Consensus Methods: Nominal Group Technique. En P. Liamputtong (ed.), Handbook of Research Methods in Health Social Sciences, 1-12. doi: https://doi.org/10.1007/978-981-10-2779-6_100-1.
  • Martín, A., Pazos. M., Montilla, M., & Romero, C. (2016). Una modalidad actual de violencia de género en parejas de jóvenes: las redes sociales. Educación XXI, 19(2), 405-429. doi: http://dx.doi.org/10.5944/educxx1.16473.
  • Martínez-Ferrer, B., & Moreno, D. (2017). Dependencia de las redes sociales virtuales y violencia escolar en adolescentes. International Journal of Developmental and Educational Psychology. INFAD Revista de Psicología, 1(1), 105-114. doi: https://doi.org/10.17060/ijodaep.2017.n1.v2.923.
  • Martínez-Piñeiro, E., Vila, E. & Gewerc, A. (2018). El papel de la familia en la construcción de la competencia digital. Revista lbérica de Sistemas e Tecnologias de Informação, 28, 1-13. doi: 10.17013/risti.28.1–13.
  • McMillan, S. S., Kelly, F., Sav, A., Kendall, E., King, M.A., Whitty, J.A. & Wheller, A.J. (2017). Using the nominal group technique: How to analyse across multiple groups. Health Services Outcomes Research Methods, 14, 92–108. doi: https://doi.org/10.1007/s10742-014-0121-1.
  • Meena, K., Navpreet, K., Kavnet, C., Navreet, K., Parminder, K. & Parwinder, K. (2015). Descriptive study to assess the prevalence and effects of internet addiction among undergraduates. Baba Farid University Nursing Journal, 8(1), 58-62.
  • Olaz, A. (2012). La técnica de Grupo Nominal como herramienta de investigación cualitativa. Madrid: Bohodón Ediciones.
  • Orosz, G., Tóth-Király, Y. & Bőthe, B. (2016). Four facets of Facebook intensity — The development of the Multidimensional Facebook Intensity Scale. Personality and Individual Differences, 100, 95–104. doi: http://dx.doi.org/10.1016/j.paid.2015.11.038.
  • Peña, A., Estrada, C., Debbie, R., Taylor, B. & Burton, M. (2012). Nominal group technique: A brainstorming tool for identifying areas to improve pain management in hospitalized patients. Journal of Hospital Medicine, 77(5), 416-410.
  • Peñalva, A. & Napal, M. (2019). Hábitos de uso de Internet en niños y niñas de 8 a 12 años: un estudio descriptivo. Hamut´ay, 6(2), 55-68. doi: http://dx.doi.org/10.21503/hamu.v6i2.1775.
  • Rice, D.B., Cañeda-Ayala, M., Turner, K.A., Gumuchian, S.T., Malcarne, V.L., Hagedoom, M. & Thombs, B.D. (2018). Use of the nominal group technique to identify stakeholder priorities and inform survey development: an example with informal caregivers of people with scleroderma. BMJ Open. doi:10.1136/bmjopen-2017-019726.
  • Rodríguez-Gallego, M. R. (2014). Análisis de los factores del rendimiento académico de los estudiantes de Pedagogía desde la técnica de grupo nominal y método Delphi. Educatio Siglo XXI, 32 (2), 245-266.doi: https://doi.org/10.6018/j/202241
  • Rücker, J., Akre, Ch., Berchtold, A. & Suris, J.C. (2015). Problematic Internet use is associated with substance use in young adolescents. Acta Paediatrica, 104, 504–507. doi:10.1111/apa.1297.
  • Sahin, C. (2018). Social Media Addiction Scale - Student Form: The Reliability and Validity Study. TOJET: The Turkish Online Journal of Educational Technology, 17(1), 168-182.
  • Salcines-Talledo, I., González-Fernández, N.& Briones, E. (2020). The Smartphone as a Pedagogic Tool. Studen Profiles as related to its Use and Knolwledge. Journal of New Aprroaches in Educational Research, 9(1), 91-109.
  • Sigerson, L. & Cheng, C. (2018). Scales for measuring user engagement with social network sites: A systematic review of psychometric properties. Computers in Human Behavior, 83, 87-105. doi: https://doi.org/10.1016/j.chb.2018.01.023.
  • Simó, C., Martínez, A., Ballester, M.L. & Domínguez, A. (2017). Instrumentos de evaluación del uso problemático del teléfono móvil/smartphone. Salud y drogas, 17(1), 5-14.
  • Tutgun-Ünal, A. & Deniz, L. (2015). Development of the Social Media Addiction Scale. AJIT-e: Online Academic Journal of Information Technology, 6(2)1, 51-70. doi: 10.5824/1309‐1581.2015.4.004.x.
  • Unesco (2016). Tecnologías digitales al servicio de la calidad educativa. Unesco: Santiago de Chile. doi: http://dx.doi.org/10.12795/pixelbit.2018.i53.11
  • Valencia, R. & Castaño, C. (2019). Use and abuse of social media by adolescents: a study in Mexico. Pixel-Bit. Revista de Medios y Educación, 54, 7-28. doi: https://doi.org/10.12795/pixelbit.2019.i54.01.
  • Vander, F. (2015). Not just another focus group: making the case for the nominal group technique in criminology. Crime Science, 4(5), 1-12. doi: 10.1186/s40163-014-0016-z.
  • Varga-Atkins, T., (coord.) (2011). The Nominal Group Technique: a practical guide for facilitators. ELESIG Small Grants Scheme. Liverpool: University of Liverpool.
  • Wegmann, E., Stodt, B. & Brand, M. (2015). Addictive use of social networking sites can be explained by the interaction of Internet use expectancies, Internet literacy, and psychopathological symptoms. Journal of Behavioral Addictions, 4(3), 155–162.
  • Yu. S., Wu. A., & Pesigan. I. (2016). Cognitive and psychosocial health risk factors of social networking addiction. International Journal of Mental Health and Addiction, 14(4), 550-564. doi: 10.1007/s11469-015-9612-8.
  • Xanidis, N., & Brignell. C. (2018). The association between the use of social network sites. sleep quality and cognitive function during the day. Computers in Human Behavior, 55, 121-126. doi: http://dx.doi.org/10.1016/j.chb.2015.09.0040747-5632/.