Uso problemático de las redes sociales en estudiantes universitarios

Rodríguez, José Sánchez; Palmero, Julio Ruíz; Rivas, Enrique Sánchez

doi:10.5209/rev_rced.2015.v26.46360

Cited by 31 publications

(21 citation statements)

References 18 publications

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“…Regarding the social networks used by the students of the faculty of Accounting and Administration, and based on the results of the National Youth Survey (2010), AMIPCI (2013), as well as Turkey's (2013), Sánchez, Ruíz and Sánchez (2015) and Domínguez and López (2015), it is evident that the most popular social network among the students who participated in this study is Facebook, followed by YouTube, Instagram and +Google. In this respect, findings made by Quan-Haase and Young (2010) showed that 82% of university students reported they use Facebook several times a day.…”

Section: Discussionmentioning

confidence: 99%

The use of Social Networks by the Students of a Mexican Public University

Villarruel

Lima

Rivera

et al. 2017

IJLTER

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Abstract. The purpose of this study was to determine the relation between the students' use of digital social networks and the variables of age, time, gender, reasons and their Bachelor's Degree program, in the context of the Faculty of Accounting and Administration (FAA) at a Mexican public university (MPU).The specific objectives were: determine the places and devices used to access their preferred digital social networks; their use and motivations to use these tools. The design of the research was non-experimental with a correlational quantitative focus. An instrument was designed, validated and applied to 842 students of a population of 3670. A descriptive analysis was done and, Spearman's Rho, ANOVA and student's t tests were applied. The results determined that Facebook is the most popular social network, followed by YouTube; the main significant reason was leisure. Also there is no influence among the age of the students of the FAA and the time that they spend on digital social networks; the gender of the participants does influence the reasons why they take part in the digital social networks. Furthermore, neither their BA programs, nor the reasons why they take part in the networks, influence the type of digital social networks they use.

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Section: Discussionmentioning

confidence: 99%

The use of Social Networks by the Students of a Mexican Public University

Villarruel

Lima

Rivera

et al. 2017

IJLTER

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“…In the same way technologies did, Social Network Sites (SNSs) have grown into a worldwide phenomenon in which people connect, communicate, and socialise (Campbell et al, 2016). SNSs are considered online spaces where people open a public or private profile in order to interact with worldwide communities (Chugh & Ruhi, 2018) linked by different interests and preferences (Abu-Shanab & Al-Tarawneh, 2015;Arnold & Paulus, 2010;Hatzipanagos & John, 2017;Rodríguez, Ruiz-Palmero, & Rivas, 2015;Vázquez-Martínez & Cabero-Almenara, 2015) and transcending the time and space spheres of traditional social networks. Especially used but not limited to young people, SNSs have contributed to change the rules of traditional ways of communication.…”

Section: Introductionmentioning

confidence: 99%

The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

Garrido

Moya

Morancho

2021

J. New Approaches Educ. Res.

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This paper aims at exploring the educational scholarly writing on the teacher-student relationship and performance within the use of Social Network Sites (SNSs) for educational purposes. To that end, a systematic review of 111 journal articles focused on young people, and found in ten relevant databases (ERIC, SCOPUS, WOS, JCR (SSCI), DOAJ, EBSCO, ISOC, REDIB, JSTOR, and PsycARTICLES), has been performed. The results show continuity in the roles of educators and students between physical and virtual spaces. This homogeneous conceptualisation is grounded on student-centred theories. Also, the existence of a theoretical confrontation between the figurative dichotomy of vertical (distance) and horizontal (closeness) teacher-student relationship is revealed and discussed. While most of the reviewed studies focused on requirements for technical training, the need for acquiring digital cultural knowledge is stressed. Finally, some of the educational implications of the ethical dimension of the teacher-student relationship in digital spaces are exposed.

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“…En especial, los universitarios utilizan los MMSS de forma habitual, la mayoría tiene perfiles en varias redes sociales (Gómez, Roses y Farias, 2012), que consultan sistemáticamente con múltiples finalidades (Gallardo, Marqués y Bullen, 2015). Existen investigaciones centradas en analizar el uso o abuso que hacen de los mismos, el tiempo que dedican a ello, y la finalidad preferente (Sánchez-Rodríguez, Ruiz-Palmero y Sánchez-Rivas, 2015), usos ligados a los procesos formativos (Del Moral y Villalustre, 2012) y al consumo de ocio digital (Viñals, Abad y Aguilar, 2014), etc. Sin embargo, el presente estudio se centra en determinar las dimensiones del ecosistema digital de los universitarios relacionadas con el uso que priman de los MMSS -que tienen a su alcance-, para favorecer los distintos procesos, tales como el aprendizaje, la interacción social, la creación de contenidos, el consumo online, el ocio y las actividades lúdicas online.…”

Section: Introductionunclassified

Dimensiones del Ecosistema Digital Universitario: Validación del Instrumento «University Digital Ecosystem» (UN-DIGECO)

Pérez

Moreno

Duque

2020

RELATEC

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Resumen: El presente estudio presenta el diseño y validación del instrumento UN-DIGECO (University Digital Ecosystem), orientado a conocer el Ecosistema Digital Universitario, identificando las dimensiones asociadas al uso que hacen los estudiantes de los medios sociales (MMSS) y/o aplicaciones digitales. La validación de contenido y comprensión se efectuó en tres fases: construcción, refinado y validación psicométrica, mediante el análisis factorial confirmatorio, apoyado en el constructo teórico inicial. Se diseñaron ítems -recabando información de instrumentos similares-, acordes a indicadores adscritos a seis dimensiones: aprendizaje, interacción social, creación de contenidos, consumo online, ocio y prácticas lúdicas. La versión preliminar del cuestionario se testó con 25 estudiantes para depurar y redefinir algunos ítems para facilitar su comprensión. Finalmente, el cuestionario constó de 44 ítems y se aplicó a 484 universitarios españoles y colombianos. Se analizó la estructura latente de los ítems mediante un análisis factorial exploratorio y tras analizar la estructura factorial de los indicadores se excluyeron los no pertinentes. Los resultados confirmaron la existencia de seis dimensiones definidas teóricamente a partir de 37 ítems, obteniendo un alfa de Cronbach mayor de 0,8. Concluyendo, se puede afirmar que el instrumento y los indicadores de sus dimensiones presentan adecuadas propiedades psicométricas de validez y confiabilidad para aplicarse en otros contextos. La originalidad de UN-DIGECO radica en la estructuración de la información, al contemplar las seis dimensiones de uso de los MMSS que hacen los universitarios.

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Uso problemático de las redes sociales en estudiantes universitarios

Cited by 31 publications

References 18 publications

The use of Social Networks by the Students of a Mexican Public University

The use of Social Networks by the Students of a Mexican Public University

The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

Dimensiones del Ecosistema Digital Universitario: Validación del Instrumento «University Digital Ecosystem» (UN-DIGECO)

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