Uso problemático de las redes sociales y phubbing: el papel mediador del FoMO y la urgencia
- Fátima Llamas Salguero Universidad de Extremadura https://orcid.org/0000-0002-9931-2658
- Sergio Hidalgo-Fuentes Universidad de Valencia; Universidad a Distancia de Madrid https://orcid.org/0000-0003-0842-4986
- Isabel Martínez-Álvarez Universidad a Distancia de Madrid https://orcid.org/0000-0002-4534-4072
- Alberto González-Fernández Universidad de Extremadura https://orcid.org/0000-0001-6277-9054
Resumen
El phubbing, conducta que consiste en ignorar a personas y al propio entorno por el uso del smartphone, ha generado creciente interés debido a sus implicaciones sociales y psicológicas. Este estudio analiza la relación entre el uso problemático de redes sociales y el phubbing, explorando el papel mediador del Fear of Missing Out (FoMO) y la urgencia emocional. La muestra estuvo compuesta por 591 estudiantes universitarios, seleccionados mediante un muestreo por conveniencia. Se emplearon cuestionarios validados, incluyendo la Short Social Network Addiction Scale y la Phubbing Scale, distribuidos a través de una encuesta en línea. Los datos se analizaron con modelos de mediación paralela utilizando la macro PROCESS de SPSS. Los resultados muestran que el uso problemático de redes sociales predice significativamente el FoMO y la urgencia, y ambos actúan como mediadores parciales en la relación con el phubbing. Además, se encontró que el FoMO tiene un mayor efecto mediador que la urgencia. Estas asociaciones destacan la complejidad de las interacciones entre las variables. Se concluye que el phubbingno solo está vinculado al uso compulsivo de redes sociales, sino que también está mediado por factores psicológicos. Estos hallazgos enfatizan la importancia de diseñar intervenciones dirigidas a reducir el FoMO y la impulsividad para mitigar las consecuencias negativas del phubbing.
Biografía del autor/a
Doctora en Pedagogía por la Universidad Complutense de Madrid. Licenciada en Pedagogía. Profesora Contratada Doctora en el Departamento de Ciencias de la Educación de la Universidad de Extremadura. Sus líneas de investigación se centran en la neuropsicología y su relación con las inteligencias múltiples y la creatividad, la formación de docentes y las Tecnologías de la Información y la Comunicación. Ha participado en múltiples proyectos de investigación y cuenta con diversas publicaciones en revistas científicas.
Doctor en Psicología por la Universitat de València. Licenciado en Psicología. Profesor Contratado Doctor en el Departamento de Psicología Básica de la Universitat de València y en la Universidad a Distancia de Madrid (UDIMA). Sus principales líneas de investigación se centran en la procrastinación académica, la inteligencia emocional, el uso problemático de Internet y smartphones, la creatividad e inteligencias múltiples, la seguridad vial, los procesos psicológicos y emocionales en el ámbito educativo y adicciones comportamentales. Ha publicado numerosos artículos en revistas científicas sobre estos temas.
Doctora en Psicología por la Universidad Autónoma de Madrid. Profesora Contratada Doctora en la Universidad a Distancia de Madrid (UDIMA), en la que ostenta el cargo de directora del Grado en Magisterio de Educación Primaria. Sus principales líneas de investigación se centran en la educación emocional, el aprendizaje y la enseñanza en entornos de e-learning, la creatividad e inteligencias múltiples, y la neuropsicología aplicada a la educación. Ha publicado numerosos artículos en revistas científicas y ha participado en diversos proyectos de investigación en estas áreas.
Doctor en Innovación en Formación del Profesorado: Asesoramiento, Análisis de la Práctica Educativa y TIC en Educación. Profesor Ayudante Doctor en la Universidad de Extremadura. Centra sus líneas de investigación en la competencia digital docente, el diseño instruccional en gamificación, el uso de videojuegos como herramientas didácticas, la educación digital vinculada al pensamiento de diseño, la Tecnología Educativa y el diseño de entornos educativos emergentes.
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