(GI-24/1) Psychological and educational impact of new technologies (PSICO-EDU-TEC)

Knowledge area

  • Health Sciences
  • Educational Sciences

Coordinators of the Group:

Keywords:

Problematic Internet use, Problematic smartphone use, Problematic use of social networks, personal well-being, students.

Brief description of the Group and Objectives:

The research group contributes to the advancement of society from research in Psychology and Work. More specifically, we set the following objectives:

  • Join forces and work together to advance the scientific knowledge and publish high impact articles that help move the field forward.
  • Achieve a theoretical and practical position in the medium term that allows us to compete for funded research projects at the national and international level.
  • Request and obtain competitive research projects with funding that allow scientific growth in the area, dissemination of results, and the promotion of research.
  • Establishing a structure of experienced researchers that allows the direction of doctoral dissertations and the training of new academics and researchers in the area.
  • Establishing alliances with researchers and research groups from other centers to establish synergies and promote multidisciplinary work.
  • Work from an international perspective, combining global and a local perspective.

Brief description of the group and objectives:

In today's society that is increasingly focused on technology, the Internet, smartphones and social networks have become indispensable tools for searching for information, communicating, studying or carrying out numerous jobs, substantially impacting how we relate and feel. Despite the numerous advantages that new technologies provide, their excessive and uncontrolled use, categorized as addiction or problematic use, has been associated with numerous negative consequences, especially on a psychological and emotional level. The main objective of this research group is to delve into the study of the prevalence, associated factors, evaluation and treatment of behavioral addictions and the problematic use of new technologies, as well as their impact on the psychological field and the personal well-being of both students and other risk groups.

Lines of investigation:

  • Analysis of the risk and protective factors of behavioral addictions and the problematic use of new technologies.
  • Emotional impact at different educational levels in the educational field of behavioral addictions and the problematic use of new technologies.
  • Design, validation and evaluation of the psychometric properties of assessment tests for behavioral addictions and the problematic use of new technologies.
  • Psychological and emotional intervention in the prevention and treatment of behavioral addictions and the problematic use of new technologies.

Posts:

  • Correa-Iriarte, S., Hidalgo-Fuentes, S., & Martí-Vilar, M. (2023). Relationship between Problematic Smartphone Use, Sleep Quality and Bedtime Procrastination: A Mediation Analysis. Behavioral Sciences, 13(10), 839.
  • Hidalgo-Fuentes, S. (2021). Uso problemático del smartphone: el papel de los Cinco Grandes, la Tríada Oscura y la impulsividad. Aloma: revista de psicologia, ciències de l'educació i de l'esport Blanquerna, 39(1), 17-26.
  • Hidalgo-Fuentes, S. (2021). El papel de la autoestima y la soledad en el uso problemático del smartphone: diferencias de género. Revista psicodebate: psicología, cultura y sociedad., 21(2), 50-60.
  • Hidalgo-Fuentes, S. (2022). Problematic smartphone use and procrastination in the academic setting: a meta-analysis. Electronic Journal of Research in Educational Psychology, 20(57), 449-468.
  • Hidalgo-Fuentes, S. (2022). La relación entre el uso problemático del smartphone y la soledad: un meta-análisis. Revista española de drogodependencias, (47), 22-35.
  • Hidalgo-Fuentes, S. (2022). Uso problemático de Internet y procrastinación en estudiantes: un meta-análisis. Uso de Internet y procrastinación. European journal of education and psychology, 15(1), 1-18.
  • Hidalgo-Fuentes, S. (2022). Uso problemático del smartphone y procrastinación en el ámbito académico: un meta-análisis. Electronic Journal of Research in Education Psychology, 20(57), 449-468.
  • Hidalgo-Fuentes, S. (2022). Uso problemático de internet y alexitimia: un meta-análisis. Apuntes Universitarios, 12(4), 162-180.
  • Hidalgo-Fuentes, S., Martí-Vilar, M., & Ruiz-Ordoñez, Y. (2023). Problematic internet use and resilience: A systematic review and meta-analysis. Nursing Reports, 13(1), 337-350.
  • Hidalgo-Fuentes, S. (2023). El uso problemático del smartphone y la autoestima: un meta-análisis. Revista Argentina de Ciencias del Comportamiento, 15(1), 24-34.
  • Hidalgo-Fuentes, S. (2023). La relación entre el uso problemático del smartphone y el fear of missing out: un meta-análisis. Revista psicodebate: psicología, cultura y sociedad., 23(1), 23-34.
  • Hidalgo-Fuentes, S. (2023). Smartphone Application-Based Addiction Scale: un meta-análisis de generalización de la fiabilidad. European Journal of Education and Psychology, 16(1), 1-20.
  • Hidalgo-Fuentes, S., & Fernández-Castilla, B. (2023). Problematic internet use and the big five personality model: an updated three-level meta-analysis. Behaviour & Information Technology, 1-24.
  • Hidalgo-Fuentes, S. (2023). Internet Gaming Disorder Test (IGDT-10): un meta-análisis de generalización de la fiabilidad. European Journal of Education and Psychology, 16(2), 1-23.
  • Hidalgo-Fuentes, S. y Martínez-Álvarez, I. (2023). Academic Procrastination Scale-Short Form: un meta-análisis de generalización de la fiabilidad. Revista Fuentes, 25 (1), 71-81. https://doi.org/10.12795/revistafuentes.2023.21581
  • Hidalgo-Fuentes, S., Martínez-Álvarez, I. Tijeras-Iborra, A. y Sospedra-Baeza, M.J. (2022). Relación entre la inteligencia emocional y el apoyo social con el bienestar subjetivo: un estudio transcultural España-Ecuador. Revista de Psicología de la Salud, 10 (1), 41-53. https://doi.org/10.21134/pssa.v10i1.800
  • Hidalgo-Fuentes, S., Martínez-Álvarez, I. y Sospedra-Baeza, M.J. (2021). Rendimiento académico en universitarios españoles: el papel de la personalidad y la procrastinación académica. European Journal of Education and Psychology, 14 (1), 1-13. https://doi.org/10.32457/ejep.v14i1.1533
  • Martínez-Álvarez, I., Alonso-de-Mena, E., Lucas-Barcia, E. y García-Barrera, A. (2023). Utilidad de un curso personalizado en H5P para la mejora de la formación docente en evaluación educativa. Tecnología, Ciencia y Educación, 25, 7-28. https://doi.org/10.51302/tce.2023.3389
  • Martínez-Álvarez, I., Hidalgo-Fuentes, S., Llamas-Salguero, F. y Pineda-Zelaya, I.S. (2024). Prevalencia del uso problemático de Internet y factores asociados en estudiantes universitarios hondureños. Pixel-Bit. Revista de Medios y Educación, 70. https://doi.org/10.12795/pixelbit.103895
  • Martínez-Álvarez, I., Hidalgo-Fuentes, S. y Llamas-Salguero, F. (aceptado). Prevalencia y predictores del uso problemático de Internet y del smartphone en docentes en formación. Education in the Knowledge Society (EKS).
  • Pineda Zelaya, I. S., López Romero, W. Z., Cáceres Medina, J. F., & Moncada Mendoza, L. A. (2023). Factores socioafectivos implícitos en las estrategias afectivas y de procesamiento de información practicadas por los estudiantes en UPNFM CURCEI. LATAM Revista Latinoamericana De Ciencias Sociales Y Humanidades, 4(4), 659–680. https://doi.org/10.56712/latam.v4i4.1247

Research projects:

  • Project name: “Develop argumentative syntheses from secondary and university sources: analysis of instructional components and their application to the design of teacher training” (PID2019-105250RB-I00). Principal researcher: María Isabel Cuevas Fernández and María del Mar Mateos Sanz.
    Number of researchers: 9
    Type of call: 2019 call for "R&D&I PROJECTS" within the framework of the state program for knowledge generation and scientific and technological strengthening of the R&D&I system oriented to the challenges of society.
    Endowment: €48966.00
    Start-end date: 01-01-2020 to 12-31-2023