USO SALUDABLE DE LAS REDES SOCIALES Y BIENESTAR EMOCIONAL DE LAS ESTUDIANTES: UNA APROXIMACIÓN TEÓRICA
DOI:
https://doi.org/10.56219/se.v26i1.5361Palabras clave:
Redes sociales, bienestar emocional, adolescencia, alfabetización digital, salud mentalResumen
Objetivo: Analizar la relación entre el uso saludable de las redes sociales y el bienestar emocional de los adolescentes desde una perspectiva teórica integral. Método: Se realizó una revisión sistemática siguiendo la metodología PRISMA, analizando 156 estudios publicados entre 2018 y 2024 en bases de datos académicas. Resultados: Se identificaron cinco dimensiones clave: construcción de identidad digital, mediación familiar, alfabetización digital crítica, colaboración escuela familia y autorregulación emocional. El 73% de los estudios reportó correlaciones positivas entre el uso consciente y supervisado de las redes sociales y el bienestar emocional adolescente. Conclusiones: El uso saludable de las redes sociales requiere un enfoque ecosistémico que integre competencias socioemocionales, participación familiar y estrategias educativas institucionales para promover el bienestar integral de los adolescentes.
Descargas
Citas
Aguilar, L. (2001). La familia como primer agente educativo. Editorial Universitaria.
Andreassen, C. S., Billieux, J., Griffiths, M. D., Kuss, D. J., Demetrovics, Z., Mazzoni, E., & Pallesen, S. (2016). The relationship between addictive use of social media and video games and symptoms of psychiatric disorders: A large-scale cross-sectional study. Psychology of Addictive Behaviors, 30(2), 252-262.
Bekalu, M. A., McCloud, R. F., & Viswanath, K. (2019). Association of social media use with social well-being, positive mental health, and self-rated health: Disentangling routine use from emotional connection to use. Health Education & Behavior, 46(2_suppl), 69S-80S.
Boyd, D. (2014). It's complicated: The social lives of networked teens. Yale University Press.
Brand, M., Wegmann, E., Stark, R., Müller, A., Wölfling, K., Robbins, T. W., & Potenza, M. N. (2019). The Interaction of Person-Affect-Cognition-Execution (I-PACE) model for addictive behaviors: Update, generalization to addictive behaviors beyond internet-use disorders, and specification of the process character of addictive behaviors. Neuroscience & Biobehavioral Reviews, 104, 1-10.
Brewer, J. A., Mallik, S., Babuscio, T. A., Nich, C., Johnson, H. E., Deleone, C. M., ... & Rounsaville, B. J. (2011). Mindfulness training for smoking cessation: Results from a randomized controlled trial. Drug and Alcohol Dependence, 119(1-2), 72-80.
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
Buckingham, D. (2019). The media education manifesto. Polity Press.
Büttner, O. B., Wieber, F., Schulz, A. M., Bayer, U. C., Florack, A., & Gollwitzer, P. M. (2014). Visual attention and goal pursuit: Deliberative and implemental mindsets affect breadth of attention. Personality and Social Psychology Bulletin, 40(10), 1248-1259.
Cabello, R., & Claro, M. (2017). Reasons and challenges for the integration of ICT in education. CEPAL.
Constitución Política de Colombia. (1991). Artículo 67: Derecho a la educación. Diario Oficial.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
d'Haenens, L., Vandoninck, S., & Donoso, V. (2013). How to cope and build online resilience? Journal of Children and Media, 7(1), 1-12.
Enriquez, M., Insuasty, G., & Sarasty, R. (2018). La colaboración entre familia y escuela en el proceso educativo. Revista de Educación y Sociedad, 34(2), 65-79.
Fardouly, J., Diedrichs, P. C., Vartanian, L. R., & Halliwell, E. (2015). Social comparisons on social media: The impact of Facebook on young women's body image concerns and mood. Body Image, 13, 38-45.
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111-133.
Giumetti, G. W., & Kowalski, R. M. (2019). Cyberbullying matters: Examining the incremental impact of cyberbullying on outcomes over and above traditional bullying. Psychology of Violence, 9(1), 47-57.
Griffiths, M. D., Kuss, D. J., & Demetrovics, Z. (2014). Social networking addiction: An overview of preliminary findings. Behavioral Addictions, 119-141.
Hale, L., & Guan, S. (2015). Screen time and sleep among school-aged children and adolescents: A systematic literature review. Sleep Medicine Reviews, 21, 50-58.
Hobbs, R. (2010). Digital and media literacy: A plan of action. The Aspen Institute.
Ito, M., Baumer, S., Bittanti, M., Boyd, D., Cody, R., Herr-Stephenson, B., ... & Tripp, L. (2019). Hanging out, messing around, and geeking out: Kids living and learning with new media. MIT Press.
Katz, E., Blumler, J. G., & Gurevitch, M. (1973). Uses and gratifications research. Public Opinion Quarterly, 37(4), 509-523.
Kelly, Y., Zilanawala, A., Booker, C., & Sacker, A. (2018). Social media use and adolescent mental health: Findings from the UK Millennium Cohort Study. EClinicalMedicine, 6, 59-68.
Keyes, C. L. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207-222.
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4), 1073-1137.
Livingstone, S. (2014). Developing social media literacy: How children learn to interpret risky opportunities on social network sites. Communications, 39(3), 283-303.
Livingstone, S., & Helsper, E. J. (2008). Parental mediation of children's internet use. Journal of Broadcasting & Electronic Media, 52(4), 581-599.
Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. EU Kids Online, LSE.
Livingstone, S., & Smith, P. K. (2021). Annual research review: Harms experienced by child users of online and mobile technologies: The nature, prevalence and management of sexual and aggressive risks in the digital age. Journal of Child Psychology and Psychiatry, 62(4), 451-475.
Martínez, M. (2006). La investigación cualitativa: Análisis de la realidad social a través de la interpretación de discursos. Ediciones Académicas.
Mascheroni, G., Ponte, C., & Jorge, A. (2018). Digital parenting: The challenges for families in the digital age. Nordicom.
Mascheroni, G., Saeed, M., Dreier, M., Zaffaroni, L. G., & Kurtoğlu, E. (2021). Girls are addicted to likes so they post semi nude selfies: Peer mediation, normativity and the construction of identity online. Media, Culture & Society, 43(4), 680-695.
Meier, E. P., & Gray, J. (2014). Facebook photo activity associated with body image disturbance in adolescent girls. Cyberpsychology, Behavior, and Social Networking, 17(4), 199-206.
Meter, D. J., & Bauman, S. (2018). Moral disengagement about cyberbullying and parental monitoring: Effects on traditional bullying and victimization via cyberbullying involvement. Journal of Early Adolescence, 38(3), 303-326.
Nesi, J., & Prinstein, M. J. (2015). Using social media for social comparison and feedback-seeking: Gender and popularity moderate associations with depressive symptoms. Journal of Abnormal Child Psychology, 43(8), 1427-1438.
Nesi, J., Choukas-Bradley, S., & Prinstein, M. J. (2018). Transformation of adolescent peer relations in the social media context: Part 1—A theoretical framework and application to dyadic peer relationships. Clinical Child and Family Psychology Review, 21(3), 267-294.
Orben, A., & Przybylski, A. K. (2019). The association between adolescent well-being and digital technology use. Nature Human Behaviour, 3(2), 173-182.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71.
Pangrazio, L. (2016). Reconceptualising critical digital literacy. Discourse: Studies in the Cultural Politics of Education, 37(2), 163-174.
Primack, B. A., Shensa, A., Sidani, J. E., Whaite, E. O., Lin, L. Y., Rosen, D., ... & Miller, E. (2017). Social media use and perceived social isolation among young adults in the US. American Journal of Preventive Medicine, 53(1), 1-8.
Pumarejo, P. (2017). La participación de los padres en el proceso de aprendizaje de los estudiantes: Un análisis de su impacto en el rendimiento académico. Editorial Educativa.
Seabrook, E. M., Kern, M. L., & Rickard, N. S. (2016). Social networking sites, depression, and anxiety: A systematic review. JMIR Mental Health, 3(4), e50.
Seligman, M. E. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
Sherman, L. E., Payton, A. A., Hernandez, L. M., Greenfield, P. M., & Dapretto, M. (2016). The power of the like in adolescence: Effects of peer influence on neural and behavioral responses to social media. Psychological Science, 27(7), 1027-1035.
Steinberg, L. (2020). Adolescence (12th ed.). McGraw-Hill Education.
Sundar, S. S., & Limperos, A. M. (2013). Uses and grats 2.0: New gratifications for new media. Journal of Broadcasting & Electronic Media, 57(4), 504-525.
Sunkel, G., Trucco, D., & Möller, S. (2011). Aprender y enseñar con las tecnologías de la información y las comunicaciones en América Latina: potenciales beneficios. CEPAL.
Symons, K., Ponnet, K., Emmery, K., Walrave, M., & Heirman, W. (2017). A factorial validation of parental mediation strategies with regard to internet use. Psychologica Belgica, 57(2), 93-111.
Valkenburg, P. M., Meier, A., & Beyens, I. (2022). Social media use and adolescents' self-esteem: Heading for a person-specific media effects paradigm. Journal of Communication, 72(1), 56-78.
van Deursen, A. J., & van Dijk, J. A. (2014). The digital divide shifts to differences in usage. New Media & Society, 16(3), 507-526.
Vygotsky, L. S. (1987). Pensamiento y lenguaje. Ediciones Akal.
Woods, H. C., & Scott, H. (2016). # Sleepyteens: Social media use in adolescence is associated with poor sleep quality, anxiety, depression and low self-esteem. Journal of Adolescence, 51, 41-49.
Young, K. S. (2017). Internet addiction: A handbook and guide to evaluation and treatment. John Wiley & Sons.
Zabalza, M. A. (2015). La coordinación entre la escuela y la familia: Un factor clave en la educación integral. Revista de Pedagogía y Educación, 15(3), 112-128.
Zaman, B., Nouwen, M., Vanattenhoven, J., de Ferrerre, E., & Van Looy, J. (2016). A qualitative inquiry into the contextualized parental mediation practices of young children's digital media use at home. Journal of Broadcasting & Electronic Media, 60(1), 1-22.
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 Sinopsis Educativa
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
