[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601236-105":59,"doc-detail-601236-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","teenagers-and-ict-usage-analysis-of-its-emotional-academic-and-social-effects","Teenagers and ICT usage - analysis of its emotional, academic, and social effects","","The study determines what families perceive about their children’s use of Information and Communication Technologies, focusing on usage habits and their effects on emotional management in academic and social contexts. A cross-sectional non-experimental survey involved 253 Spanish families with children aged 14–16 in compulsory secondary education. Families report an average of five hours daily, with mobile phones the most used device; limiting access increases irritability and frustration, while academic and social settings show no adverse effects.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teenagers-and-ict-usage-analysis-of-its-emotional-academic-and-social-effects/601236/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teenagers-and-ict-usage-analysis-of-its-emotional-academic-and-social-effects/601236.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main goal regarding teenagers’ ICT use?","Question",{"text":112,"@type":113},"To determine families’ perceptions of children’s ICT use, including usage habits and how it affects managing emotions in academic and social settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and with whom?",{"text":117,"@type":113},"A cross-sectional non-experimental survey was conducted with 253 families across Spain, involving children aged 14 to 16 in compulsory secondary education.",{"name":119,"@type":110,"acceptedAnswer":120},"What do families report about the amount and type of ICT use?",{"text":121,"@type":113},"Families indicate children use technology about five hours per day, and mobile phones are the most widely used device.",{"name":123,"@type":110,"acceptedAnswer":124},"What happens when technology use is limited, according to the findings?",{"text":125,"@type":113},"Limiting access is reported to directly affect irritability and frustration levels, while no adverse effects are indicated in academic and social settings.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},601236,1792165364,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Teenagers and ICT usage: analysis of its emotional, academic, and  \nsocial effects  \nIgnacio González López  \n[ignacio.gonzalez@uco.es](ignacio.gonzalez@uco.es)  \nUniversidad de Córdoba, Spain  \nBelén Quintero Ordóñez  \n[bquintero@uco.es](bquintero@uco.es)  \nUniversidad de Córdoba, Spain  \nEloísa Reche Urbano  \n[fe1reure@uco.es](fe1reure@uco.es)  \nUniversidad de Córdoba, Spain  \nJuan Fuentes Esparrell  \nfuentese@ugr.es  \nUniversidad de Granada, Spain  \nAbstract  \nThis study aims to determine the perceptions families have about their children’s use of Information and Communication Technologies, identifying usage habits and their effects on the management of emotions, within the academic and social settings. The study was conducted with a total of 253 families from throughout Spain, whose children are between the ages of 14 and 16 and are attending compulsory secondary education. To this end, a crosssectional non-experimental study was carried out by means of a survey. The families surveyed indicate that their children use technology for five hours a day, the mobile phone being the most widely used device, and that this directly affects their levels of irritability and frustration when usage is limited, but does not cause adverse effects in academic and social settings.  \nKey words:  \nICT; usage habits; emotional management; social setting; academic setting  \nI.González López, B.Quintero Ordóñez, E.Reche Urbano & J.Fuentes Esparrell  \nDigital Education Review-Number 39,June 2021 159  \nI. Introduction  \nInformation and Communication Technologies (ICT) are prevalent in our lives, both personal and professional, to the extent that sometimes we are unable to do certain tasks without them. Their prominence in today's society is generating risks and problems that have not been considered thus far (Pedrero-Pérez, 2018) .  \nThis incursion of technology into our everyday lives has brought about changes in many common practices, such as the way in which communication takes place between colleagues, students, managers, etc; access to and the creation of digital resources; social participation through the use of social media; and academic literacy, among others, promoting new relational configurations in the academic and personal arenas (Hernández, López and Salado, 2020) .  \nIn this regard, Spain’s National Institute for Statistics (INE, 2020) considers that the use of technologies by minors is widespread in households, especially the use of the Internet (94.5%), followed by the use of computers (91.5%) . Another booming technology is the mobile phone, and 69.5% of the population aged 10 to 15 has one of these devices. Looking at internet use in recent months, it is universal, reaching levels of 99.8% among young people aged 16 to 24.  \nThe increase in the use of ICTs among the adolescent population lies in the ease of obtaining a rapid response to their demands, having immediate rewards for their actions, and the possibility of interacting with many people in a very small setting (Echeburúa, 2012) . In addition, Carbonell and Oberts (2015) argue that, within the youth population, access to social media allows them to build their social identity, due to the trend of hyperconnectivity as a vehicle to relate to their peers.  \nThis social change caused by the rise of ICT among the adolescent population has sparked the development of numerous studies and research within the scientific community to determine the consequences of ICT usage.  \nOliva et al. (2012) argue that the positive aspects include the enhancement of spatial and visual cognition as a result of playing videogames as a child. Similarly, they have identified a relationship between home computer use and performance at school, where the use of the Internet to search for information is an important element. Finally, they show that ICTs facilitate the maintenance of social relations through the use of mobile phones or social media.  \nAs for the risks and problematic use of technologi","cbCaihla0o0bONav","https://ap.wps.com/l/cbCaihla0o0bONav","pdf",89549,13,"English","# Abstract\n# Key words\n# I. Introduction\n## Overview of ICT prevalence\n## National statistics on minors’ technology use\n## Motivations and social identity effects\n## Reported positive effects of ICT use\n## Risks and problematic ICT use","[{\"question\":\"What is the study’s main goal regarding teenagers’ ICT use?\",\"answer\":\"To determine families’ perceptions of children’s ICT use, including usage habits and how it affects managing emotions in academic and social settings.\"},{\"question\":\"How was the research conducted and with whom?\",\"answer\":\"A cross-sectional non-experimental survey was conducted with 253 families across Spain, involving children aged 14 to 16 in compulsory secondary education.\"},{\"question\":\"What do families report about the amount and type of ICT use?\",\"answer\":\"Families indicate children use technology about five hours per day, and mobile phones are the most widely used device.\"},{\"question\":\"What happens when technology use is limited, according to the findings?\",\"answer\":\"Limiting access is reported to directly affect irritability and frustration levels, while no adverse effects are indicated in academic and social settings.\"}]","Teenagers and ICT usage - analysis of its emotional, academic, and social effects | PDF",1792092233,33]