Problematic Internet uses and depression in adolescents: A meta-analysis

Widespread use of the Internet in 21st century society is not risk-free. This paper studies the comorbidity of some problematic uses of Internet with depression in order to assess their correlation. With that aim, a meta-analysis of 19 samples obtained from 13 different studies (n=33,458) was carried out. The subjects of these studies are adolescents between the ages of 12 and 18 years (µ=15.68) from different cultures and continents (Europe, Euro-Asia, America and Asia). The effect size obtained from the use of a random-effects model (r=0.3, p<0.000) is significant, moderate and positive, thus confirming the relation between pathologic uses of the Internet and depression. Moreover, meta-regression test results showed that 9% of the variance (R2=0.09) is associated with the male gender, while age and culture are not significant variables. The variability rate of the studies is high (I2=87.085%), as a consequence of heterogeneity rather than publication bias, as Egger’s regression test shows (1-tailed p-value=0.25; 2-tailed p-value=0.50, and ?=1.57). Therefore, the need for specific interventions in secondary education dealing with this issue is evident to ensure that it does not extend into adult life

Problematic Internet uses and depression in adolescents: A meta-analysis

Widespread use of the Internet in 21st century society is not risk-free. This paper studies the comorbidity of some problematic uses of Internet with depression in order to assess their correlation. With that aim, a meta-analysis of 19 samples obtained from 13 different studies (n=33,458) was carried out. The subjects of these studies are adolescents between the ages of 12 and 18 years (µ=15.68) from different cultures and continents (Europe, Euro-Asia, America and Asia). The effect size obtained from the use of a random-effects model (r=0.3, p<0.000) is significant, moderate and positive, thus confirming the relation between pathologic uses of the Internet and depression. Moreover, meta-regression test results showed that 9% of the variance (R2=0.09) is associated with the male gender, while age and culture are not significant variables. The variability rate of the studies is high (I2=87.085%), as a consequence of heterogeneity rather than publication bias, as Egger’s regression test shows (1-tailed p-value=0.25; 2-tailed p-value=0.50, and ?=1.57). Therefore, the need for specific interventions in secondary education dealing with this issue is evident to ensure that it does not extend into adult life

Análisis del concepto de sujeto y de predicado. Una propuesta para su enseñanza-aprendizaje de acuerdo con metodologías inclusivas

La enseñanza de la gramática es uno de los ámbitos menos estudiados dentro de la didáctica de la lengua. Ya a comienzos del siglo XX autores como Brackenbury (1982) y Lenz (1912) mostraron la necesidad de renovar la enseñanza de la gramática mediante metodologías basadas en la reflexión y participación activa del alumnado. No obstante, hoy en día la gramática continúa enseñándose en las aulas de Educación Primaria de manera deductiva y memorística. El presente articulo plantea una propuesta didáctica para la enseñanza-aprendizaje de los componentes de la oración: sujeto y predicado desde un enfoque inclusivo

Internet addiction in young adults: A meta-analysis and systematic review

Internet addiction, although not recognized by the WHO or the APA, is a serious and problematic pathology. This meta-analysis shows that the incidence of Internet addiction in adults was high in recent years (2017–2020). The effect size returned according to the random effects model is Z = 24.63; SE = 0.205; p = .001. In addition, high heterogeneity is evident in the research addressing this topic (Q = 1240.719, df = 36, p < .001; I2 = 97.09%). On the other hand, the Eggers test indicated an absence of publication bias. The sample consisted of 30 studies with k = 37 samples from Europe, Asia, America and Oceania. The total sample was constituted by 21,378 participants (51.22% male, 48.78% women; Mean age = 23.55 years). The statistical analyses of meta-regression and model comparison show a complex problem at the international level, explained by age and sex, and apparently also by geographical area. The results of the systematic review show the increase of internet addiction in the new generations, with other variables playing a relevant role, such as: Increase of individualism, lower sociability and enculturation. We conclude highlighting the need to address this problem from a public health approach

Sex, age and cyber-victimization: A meta-analysis.

Cyberbulling is one of the biggest challenges the school faces. However, the lack of coherence between the data of the literature review makes it necessary to consider which elements are the ones that truly lead to the appearance of cyber-victimization. Through the meta-analysis methodology, it has been tried to clarify the role of sex (k = 41 samples, n = 176,658 adolescents) and age (k = 45 samples, n = 238,977 adolescents) in cyber-victimization. The effect size for the random model is small for both sex (r = 0.058; p < 0.00, 95% CI = 0.090; 3.45) and for age (r = 0.094; p = 0.004; 95% CI = 0.015; 2.910). Indications of significant differences in sex are observed, with women being the most affected. However, the results of the meta-regression have shown how the North American culture plays a key role in age as a moderating variable in relation to the rest of continental cultures. These results support the conclusion that age and sex represent variables that influence cyber-victimization. More specifically, there is a positive relationship between age and cybervictimization, so that the older the age, the higher the cybervictimization, but this is negatively mediated by the American culture. At the same time, some socio-contextual characteristics also seem to have effects on this aspect. Considering this, some important practical implications emerge related to the need to address the study, care and prevention of cyber-victimization as well as any form of violence that occurs inside and outside the classroom

Addiction to New Technologies and Cyberbullying in the Costa Rican Context

Addiction to new technologies (Internet, smartphone and video games) as well as cyber-aggression presents a growing incidence at a global level. Correlational research is proposed with a sample of n = 127 Costa Rican adolescents, with a mean age of 16.32 years, comprising 67 men and 60 women. The objective was to determine the prevalence of Internet, smartphone and video game addiction and its close relationship with cyberbullying (cyber-victim role, cyberbully role and mixed role) in the Costa Rican context. The results show a high rate of abusive use (connection time) of the Internet and “smartphones”, and the correlation study, multiple regressions, backward elimination method and network analysis show how the behavior of cyberbullies is moderately mediated by “Lack of control of Smartphone” and to a large extent by “Avoidance and social problem video games”, while that of victims is moderately mediated by “Avoidance and social problem video games”, and is slightly mediated for “Lack of control of Smartphone” and for “Lack of control of Internet”. In addition, there is a strong relationship between holding both the role of cyber-victim and cyberbully, developing feelings of revenge and lack of empathy. The practical implications, and the relevance of the socio-demographic and social explanatory variables of both phenomena are discussed. It is concluded that there is evidence of an explanatory and close relationship between the phenomena of cybervictimization, cyber-aggression and addiction to the Internet, smartphone and video games

Screen addicts: A meta-analysis of internet addiction in adolescence

Currently, the incidence of Internet addiction is growing among teenagers. However, most review studies do not differentiate between the adolescent and young adult population. The sample of this meta-analysis consists of 20 studies (K = 28) comprised of 21 878 adolescents whose mean age was 15.13 years. Regarding the methodology, the protocol of registration of the research of the Cochrane systematic review manuals in Higgins and Green (2011) and PRISMA (2015) was followed. The results show a high heterogeneity. Thus, the Random Effects Model has been necessary followed. The effect size of the Internet addiction is Z = 16.04; p = 0.000 with a 95% confidence interval (3.164 – 4.045). In other words, the population does not suffer from severe Internet addiction, although the incidence is still alarming. Moderator variables, such as age, explained 24% of variance; instrument explained 31% of variance, in particular CIAS (Z = 1.75; p = 0.07) and IGD-20 (Z = 4.53; p = 0.00); and finally culture explained 47%, and more concretely, the international sample (Z = -1.71; p = 0.00). Thus, Internet addiction is inversely proportional to age and is influenced by the geographical area in which one resides. On the other hand, it should be noted that there is no agreement on the diagnosis of Internet addiction or on the instruments used to measure it. It is necessary to build an explanatory and intervention model for this pathology based on an international framework. The absence of clear criteria has generated multiple psychometric instruments around which there is no solid consensus. Finally, a complex etiology is presented in which educational, socio-familial, cultural and individual variables are involved

Digital competence in university lecturers: a meta-analysis of teaching challenges

This meta-analysis (random effects) studies the self-perceived digital competence of university lecturers in university teaching, using 7470 lecturers from Europe and Latin America collected in K = 31 samples, with teaching experience of between 6 and 15 years. The effect size obtained from a moderate random effects model of r = −0.21 with a 99% confidence interval is significant, negative, and moderate, confirming the low competence level. The meta-regression results show that the area of knowledge plays an important role. The systematic review of the literature shows that the perception of ICTs is positive, while the level of competence is low, and there are institutional and training challenges to be solved

Social network addiction and its impact on anxiety level among university students

Despite the obvious favorable effects of social networking sites, there is a risk of developing behavioral addictions. This study aims to analyze addiction to social networks and its relationship with anxiety. A sample (n = 361) of university students (undergraduate, master’s and doctoral) comprising 87.5% women and 12.5% men with a mean age of 32.58 (SD = 12.03) and 32.36 (SD = 10.21),respectively, was included. Addiction to social networks was measured using the Social Network Addiction (SNA) questionnaire and anxiety was measured using Spanish adaptation of the Beck Anxiety Inventory (BAI Test). The regression results show how concurrent moderating variables such as age (adulthood) predispose individuals to addiction in some way (Model 5, explained 13.5%, R2= 0.135, p = 0.040). Similarly, we found that the aspect of addiction that generates anxiety is an obsession with social networks. Anxiety arises as excessive use decreases, similar to abstinence syndrome. It is concluded that the harmlessness of social networks and their inappropriate use can lead to behavioral addiction

Emotional intelligence and academic performance: A systematic review and meta-analysis

Numerous studies have related emotional intelligence to academic performance, because education and its regulation play an important role in the cognitive processes involved in attention and in situations that require management and self-control. The main aim of this meta-analytical study is to investigate the relationship between academic performance and emotional intelligence. The study also addresses the role played by certain moderating factors, such as age, sex, country, geographical region, type of performance and psycho-developmental stage of individuals. A thorough review of the existing literature was undertaken, comprising 27 articles, 28 samples and 13,909 participants. The study was based on PRISMA protocols and consensus between the participating scientists. The results suggest that emotional intelligence is a valuable variable to predict academic performance, as it was shown to have a significant moderate-high effect size ( r =0.390 and p <0.001). In addition, although none of the regression models applied to moderating variables yielded relevant results, significant differences between geographical regions and type of performance measured were detected. It is concluded that setting up programmes to stimulate emotional intelligence at the school level can improve the personal development of individuals and also their academic performance