Uso de dispositivos móviles y habilidades sociales en adolescentes escolarizados de 15 a 17 años de una Institución Educativa Andrés Bello
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Fecha
2025
Autores
Ramon García, Aura María Catalina
Parada Contreras, Danna Gabriela
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La utilización desmedida de aparatos móviles durante la adolescencia puede afectar de manera significativa la autorregulación emocional, una capacidad crucial que facilita la
administración de las emociones de forma adaptativa. La exposición continua a estímulos digitales, como las redes sociales, puede promover un estado de sobrecarga emocional o, en otras situaciones, un adormecimiento emocional, complicando la detección y manifestación correcta de emociones. Igualmente, el contacto en línea restringe las interacciones presenciales, lo que podría reducir el desarrollo de la empatía, dado que la comunicación no verbal, esencial para entender las emociones del otro, se ve limitada. En este contexto, las vivencias emocionales de los jóvenes pueden ser más superficiales, perjudicando su habilidad para establecer una conexión profunda con los demás. La dependencia de los aparatos móviles también puede generar efectos adversos en el desarrollo de competencias sociales, tales como la asertividad y la solución de conflictos. Al reemplazar las interacciones en persona por comunicaciones en línea, los jóvenes pierden oportunidades esenciales para ejercitar la gestión de situaciones sociales complejas en
tiempo real. Esta circunstancia puede provocar una reducción en la habilidad para construir relaciones sanas y seguras fundamentadas en el apego. Además, el acceso ininterrumpido estímulos digitales puede promover un vínculo ansioso hacia la tecnología, impactando la independencia emocional y obstaculizando la formación de relaciones interpersonales profundas y significativas en consecuencia, es fundamental fomentar un uso equilibrado y consciente de los dispositivos móviles durante la adolescencia, promoviendo hábitos que prioricen las relaciones interpersonales directas y la autorreflexión emocional. La educación emocional y digital, tanto en el hogar como en las escuelas, se presenta como una herramienta clave para minimizar los impactos negativos y potenciar el desarrollo integral de los jóvenes.
The excessive use of mobile devices during adolescence can significantly affect emotional self-regulation, a crucial capacity that facilitates the adaptive management of emotions. Continuous exposure to digital stimuli, such as social networks, can promote a state of emotional overload or, in other situations, emotional numbing, complicating the detection and correct manifestation of emotions. Likewise, online contact restricts face-to-face interactions, which could reduce the development of empathy, given that nonverbal communication, essential for understanding the emotions of the other, is limited. In this context, young people's emotional experiences may be more superficial, impairing their ability to establish a deep connection with others. Dependence on mobile devices can also have adverse effects on the development of social skills, such as assertiveness and conflict resolution. By replacing in-person interactions with online communications, young people miss essential opportunities to exercise management of complex social situations in real time. This can lead to a reduction in the ability to build healthy and secure attachment-based relationships. In addition, uninterrupted access to digital stimuli can promote an anxious attachment to technology, impacting emotional independence and hindering the formation of deep and meaningful interpersonal relationships. Consequently, it is essential to encourage a balanced and conscious use of mobile devices during adolescence, promoting habits that prioritize direct interpersonal relationships and emotional self-reflection. Emotional and digital education, both at home and in schools, is presented as a key tool to minimize negative impacts and enhance the integral development of young people.
The excessive use of mobile devices during adolescence can significantly affect emotional self-regulation, a crucial capacity that facilitates the adaptive management of emotions. Continuous exposure to digital stimuli, such as social networks, can promote a state of emotional overload or, in other situations, emotional numbing, complicating the detection and correct manifestation of emotions. Likewise, online contact restricts face-to-face interactions, which could reduce the development of empathy, given that nonverbal communication, essential for understanding the emotions of the other, is limited. In this context, young people's emotional experiences may be more superficial, impairing their ability to establish a deep connection with others. Dependence on mobile devices can also have adverse effects on the development of social skills, such as assertiveness and conflict resolution. By replacing in-person interactions with online communications, young people miss essential opportunities to exercise management of complex social situations in real time. This can lead to a reduction in the ability to build healthy and secure attachment-based relationships. In addition, uninterrupted access to digital stimuli can promote an anxious attachment to technology, impacting emotional independence and hindering the formation of deep and meaningful interpersonal relationships. Consequently, it is essential to encourage a balanced and conscious use of mobile devices during adolescence, promoting habits that prioritize direct interpersonal relationships and emotional self-reflection. Emotional and digital education, both at home and in schools, is presented as a key tool to minimize negative impacts and enhance the integral development of young people.
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Palabras clave
Dispositivos móviles, Habilidades sociales, Adolescentes, Interacciones sociales, Bienestar emocional
