USE OF TECHNOLOGY AND DISRUPTIVE BEHAVIORS IN SECOND

CHILDHOOD AND ADOLESCENCE. A SYSTEMATIC REVIEW

Ana Victoria Poenitz Boudot1,2, Karen Alicia Merizalde Torres1*,

Jennifer Lucía Morejón Rivadeneira3, María José Carrera Yánez1

Abstract

Introduction/objective

The use of information and communication technology (ICT) has

become an integral part of the daily lives of children and adolescents.

However, ICT exposure can have negative effects on the behavior and

mental health of young people, including disruptive behavior. The study

explores the effects of technology’s disruptive behavior, affecting the

mental health of children and adolescents.

Methods

In this qualitative, descriptive, and exploratory study, we conducted a

systematic review of the literature to explore the relationship between

the use of ICT and disruptive behavior in children and adolescents.

Conclusions

In the review of the studies, it was not possible to determine whether

disruptive behaviors in children and adolescents were caused exclusively

by the use of technology or whether other factors could also play a

role. Due to the correlational nature of the included studies, a denitive

causal relationship cannot be established.

Furthermore, most of the studies used in this review were cross-sectional,

meaning that they could not determine whether ICT used precedents for

disruptive behavior or vice versa. Further, longitudinal studies are needed

to determine the direction of the relationship and better understand the

underlying mechanisms that explain the relationship between ICT use

and disruptive behavior. Parents, educators, and health professionals

should be aware of both the benets and potential both the benets and

possible negative effects of ICT use, and implement strategies at home,

in educational and health environments to avoid excessive screen

time, misuse of electronic devices, and generate healthy interactions

with peers and adults, which contribute to the healthy development of

children and adolescents.

Keywords: Information technology, children, adolescents, disruptive behavior, violence, social skills.

REVISIÓN SISTEMÁTICA ARTÍCULO ORIGINAL

Citation: Poenitz av, Merizalde KA,

Morejon JL, Carrera MJ. USE OF

TECHNOLOGY AND DISRUPTIVE

BEHAVIORS IN SECOND CHILDHOOD

AND ADOLESCENCE. A SYSTEMATIC

REVIEW. Rev Med Vozandes. 2024; 35 (2):

31 - 36

1 Universidad Israel. Quito – Ecuador.

2 Universidad Internacional de La Rioja. La Rioja –

España.

3 Universidad Técnica del Norte. Ibarra - Ecuador

ORCID ID:

Ana Victoria Poenitz

orcid.org/0000-0002-5150-1812

Karen Alicia Merizalde

orcid.org/0009-0002-2670-3866

Jennifer Lucía Morejón

orcid.org/0009-0003-7246-3928

María José Carrera

orcid.org/0009-0006-4018-9524

*Corresponding author: Karen Alicia Merizalde

E-mail: kamerizaldet@gmail.com

Este artículo está bajo una

licencia de Creative Com-

mons de tipo Reconocimien-

to – No comercial – Sin obras

derivadas 4.0 International.

Received: 12 – Sep - 2024

Accepted: 23 – Dec - 2024

Publish: 01 – Jan – 2025

Article history

Revista Médica Vozandes

Volumen 35 , Número 2, 2025

Conflict of interest: The authors were free to

prepare the manuscript and there were no potential

conicts of interest

PRISMA Check List statement: The authors

have not indicated that the manuscript was written or

revised according to the PRISMA guidelines.

DOI: 10.48018/RMVv35i25

USE OF TECHNOLOGY AND DISRUPTIVE BEHAVIORS IN

SECOND CHILDHOOD AND ADOLESCENCE (...)

Resumen

USO DE LA TECNOLOGÍA Y LAS CONDUCTAS

DISRUPTIVAS EN LA SEGUNDA INFANCIA Y

ADOLESCENCIA. UNA REVISIÓN SISTEMÁTICA

Palabras clave: Tecnologías de la

información, niños, adolescentes,

conductas disruptivas, violencia,

habilidades sociales.

Introducción/objetivos

El uso de las tecnologías de la información y la comunicación (TIC) se ha convertido en

parte integral de la vida cotidiana de niños y adolescentes. Sin embargo, la exposición a las

TIC puede tener efectos negativos en el comportamiento y la salud mental de los jóvenes,

incluido el comportamiento disruptivo. El estudio explora los efectos de la tecnología en el

comportamiento disruptivo, afectando la salud mental de niños y adolescentes.

Metodología

En este estudio cualitativo, descriptivo y exploratorio, realizamos una revisión sistemática de la

literatura para explorar la relación entre el uso de las TIC y el comportamiento disruptivo en niños

y adolescentes.

Conclusiones

En la revisión de los estudios no se pudieron determinar si las conductas disruptivas en niños y

adolescentes fueron causadas exclusivamente por el uso de la tecnología o existen otros

factores que también pudieron inuir. La naturaleza correlacional de los estudios incluidos,

no se puede establecer una relación causal denitiva. Además, la mayoría de los estudios

utilizados en esta revisión fueron transversales, lo que signica que no pudieron determinar si

las TIC utilizaron precedentes para el comportamiento disruptivo o viceversa. Se necesitan más

estudios longitudinales para determinar la dirección de la relación y comprender mejor los

mecanismos subyacentes que explican la relación entre el uso de las TIC y el comportamiento

disruptivo. Padres, educadores y profesionales de la salud deben conocer tanto los benecios

como los posibles efectos negativos del uso de las TIC, e implementar estrategias en el hogar,

en los entornos educativos y de salud para evitar el tiempo excesivo en pantalla, el mal uso

de los dispositivos electrónicos y generar interacciones saludables con sus pares y adultos, que

aporten a un desarrollo saludable de niños y adolescentes.

Poenitz Boudot AV, et al.

Revista Médica Vozandes

Volumen 35 , Número 2, 2025

Financial disclosure: : The authors have

no nancial relationships relevant to this article

to disclose.

CRediT – Contributor Roles

Taxonomy: : Conceptualización: todos los au-

tores, Curación de datos: AP, KM, Análisis formal:

JM, MC, Investigación: todos los autores, Metodo-

logía: JM,MC, Administración del proyecto: AP,

KM, Recursos: todos los autores, Visualización:

todos los autores, Redacción – borrador original:

todos los autores, Redacción – revisión y edición:

todos los autores.

INTRODUCTION

The COVID-19 pandemic led all countries to adopt extreme

measures to prevent the spread of the virus. The closure of schools,

colleges, and universities surprisingly and radically changed the

activity of teachers, students, and families; in a few weeks, the

educational systems had to change and adapt (1). The best

alternative to being able to continue with the academic processes

was the use of information and communication technologies

(ICTs). A study carried out by Poenitz, Bustillos and Quintero (2)

showed that, in the period above as mentioned above, 54.3% of

adolescents had little or no contact with the school environment;

76.3% presented demotivation towards learning; 72% associated

their state of health with negative emotions; and 61% dened an

improvement in family relationships. In conclusion, the pandemic

severely affected learning, breaking with an educational

structure that reafrms the fruitful interrelationships

of students with their teachers, peers, and school.

Once the pandemic was over, and, over time,

the students returned to the classroom as usual,

having acquired by that time technological

tools and related skills (3). However, various studies

have begun to report that students already

familiar with the use of technology present

behaviors that distance them from the family

environment and affect their social skills to the

point of presenting disruptive behaviors with

parents and classmates (4).

The National Institute of Mental Health(5) mentions that

disruptive mood dysregulation disorder (DMDD) is a condition

characterized by persistent irritability and anger in children or

adolescents, accompanied by frequent and intense episodes

of bad temper. The associated symptoms exceed the usual

manifestations of a “short temper” and are considered severe.

Children suffering from this disorder often face signicant

difculties in their family and school environment and their

relationships with their partners. In addition, it is common for

them to require mental health care, including frequent medical

consultations and even hospitalization in some cases. These

children are also at high risk of developing disorders such as

anxiety and depression later in life.

In recent years, excessive use of technology has emerged as

a factor that may inuence the development of disruptive

behaviors in children. Prolonged exposure to electronic devices

may contribute to decreased emotional regulation, difculties

in handling frustration, and reactive behavior patterns. This

literature review aims to identify, evaluate, and synthesize

individual studies on the subject through a strict analysis protocol

based on an integrative, observational, and retrospective

information model. This rigor is based on the study of valuable

and consolidated sources of information that seek, through a

process of exhaustive rigor, to minimize documentary bias.

OBJECTIVE

To determine the effects of technology on the

disruptive behaviors of young people through an

exhaustive scientic search.

METHODOLOGY

In this systematic review, the term “technological

media” has been contemplated as a set of tools,

devices, and systems designed to facilitate com-

munication, access to information, education, and

entertainment. These include electronic devices

such as computers, smartphones, tablets, and vi-

deo game consoles; digital platforms such as social

networks, instant messaging services, and video-

conferencing systems; educational technologies

such as interactive applications and online learning

resources; and means of accessing information,

such as search engines and digital libraries.

This documentary research has an exploratory

scope (someone discussed general information

regarding a little-known phenomenon or pro-

blem, identifying possible variables to study in the

REVISIÓN SISTEMÁTICA ARTÍCULO ORIGINAL

Revista Médica Vozandes

Volumen 35 , Número 2, 2025

Identication of new studies via databases and registers

Identication

Records identied from:

Databases (n= 3,675)

Registers (n=0)

Reports assessed foe

eligibility: (n= 806)

New studies included in

review (n= 1)

Reports of new included

studies(n= 0)

Records screened

(n=1,939)

Reports soughf for

retrieval (n=1,046)

Records removed before screening:

Duplicate records (n=356)

Records marked as ineligible by

automation tools (n=1,250)

Records removed for other

reasons (n=130)

Reports excluded:

Population (n=215)

Objetives (n=240)

Results (n=109)

Older 15 years (n=210)

Records excluded (n=893)

Records not retrieved (n=240)

Screening

Included

Figure 1. Flow chart for study selection based on PRISMA 2022 guidelines

USE OF TECHNOLOGY AND DISRUPTIVE BEHAVIORS IN

SECOND CHILDHOOD AND ADOLESCENCE (...) Poenitz Boudot AV, et al.

Revista Médica Vozandes

Volumen 35 , Número 2, 2025

future) and a descriptive scope (it sought to generate detailed

information regarding a phenomenon or problem to describe

its dimensions).

The researchers proposed a qualitative approach for this re-

search., whose fundamental characteristic is to use ve similar

and interrelated phases (6).

a. They carry out observation and evaluation of phenomena.

b. They establish assumptions or ideas due to the observation

and assessment carried out.

c. They test and demonstrate the degree to which assumptions

or ideas are supported.

d. They revise such assumptions or ideas based on evidence

or analysis.

e. They propose new observations and evaluations to clarify,

modify, support, and substantiate assumptions or ideas or

generate others.

PubMed Central® electronic database using the following

keywords: “technology or use of technology”; “disruptive be-

haviors” or “challenging behaviors” or “aggressiveness”; and

“children. Including the criteria as mentioned earlier: a) pu-

blished in the last 15 years; b) reviews, meta-analyses, and sys-

tematic reviews. c) articles in Spanish and English. d) articles

older than 15 years and articles that did not report the study

method and results (6).

The search yielded 3675 articles in the last 15 years, of which 33

met the necessary criteria. In the development of the review,

the information is organized according to the theme. Finally,

the results of the available evidence have been summarized

and interpreted in the “results” section.

RESULTS

A recent UNICEF (7) report concluded that 1 in 3 Internet users

is under 18. Along the same lines, another study revealed

that 175,000 children connect to the Internet for the rst time

every day (8).

The technologies associated with information and commu-

nication have allowed humanity to nd itself within a new

revolution, one that brings people who are far away closer to

meeting social needs, brings tangible goods closer through

online commerce, but also brings intangible goods, like

knowledge, closer. It can be that we are in an era in which

all the knowledge of the world can be found in the palm

of our hands through mobile devices (9). However, numerous

studies allege people’s dependence on mobile devices and the

risk of their excessive use. It is common to nd that many children

and adolescents are permanently exposed to content and in-

teractions that are not suitable for them, and insufcient control

could lead to problems of various kinds, both legal cognitive, and

behavioral (10). The presence of disruptive behaviors, as an obser-

vable manifestation of social cognition, is a critical factor in cogni-

tive performance. Poenitz and Román (11) point out that numerous

studies identify social cognition as a mediating variable between

neurocognition and social functioning (12), the existence of a spe-

cic neural substrate of social cognition (13), and the

relationship between the decit in the perception

of affect and the solution of cognitive-social pro-

blems (14). In another investigation, Poenitz, Meneses

and Rogel (15) conrmed that social cognition ability

is an indicator of healthy neurocognitive develop-

ment in children and adolescents since it is related

to other cognitive abilities such as attention, pro-

cessing speed, and executive functions, which are

necessary to adaptively respond to the sociocultu-

ral environment.

Boys, girls, adolescents, and technologies

Technological devices have characteristics that

make them attractive to children and adoles-

cents. Ospina, Mayorga and Villota (16) point

out that one of these attractions starts from the

fact that they nd a way out of parental control

through this medium, creating interpersonal rela-

tionships far from adult supervision.

Immersion in new technologies for children and

adolescents has changed their routines and ge-

nerated a new social order in which information

circulates that enables and provides opportu-

nities, but also represents risks and exposure to

criminal situations, practices that range from

cyberbullying up to the sale of narcotic drugs or

child pornography (17), and may even lead to the

development of symptoms compatible with de-

pression, anxiety, behavior changes, and other

related psychological problems (18).

Molina et al. (19) conclude that communication

between family members is seriously affected by

the inappropriate use of technologies and the In-

ternet, mainly due to the decrease in quality time

that families spend together. In the published

research, parents expressed concern about the

increasing difculty of communicating with their

children, with the repeated occurrence of ag-

gressive responses to parental remarks.

After consulting the teaching staff, the research

by Díaz et al. (20) showed that the rates of concern

about the number of hours that children and ado-

lescents spend connected to the Internet have in-

creased since they consider it excessive and that

it is the most evident and widespread cause of de-

creased academic performance and social isola-

tion. The authors report that 17% of young people

use ICT to distract themselves in class.

Another study by Ferguson and Kilburn (21) suggests

that there is no clear relationship between the

use of violent video games and violent behavior

in young people. However, the researchers noted

that exposure to violent content in video games

may be related to increased aggressiveness and

hostility. In 2009, Twenge and Campbell (22) found that increased

use of technology, including the internet and video games, was

associated with an increased risk of disruptive and antisocial

behavior in youth. For its part, a study by Rosen et al. (23) suggests

that the excessive use of mobile devices, such as smartphones

and tablets, may be related to an increased risk of disruptive

behaviors and attention problems in young people.

Jara’s (24) studies conrm that the unsupervised use of technology

and the Internet inuences perceptual, cognitive, sensory, volitio-

nal, aesthetic, pragmatic, and communication skills. Studies ca-

rried out on children and adolescents in educational institutions

in Murcia report that more than 60% of students use ICTs without

supervision and that they are dependent on these devices (25).

Children and adolescents who spend too much time using the

Internet without supervision are also affected by various forms of

violence and aggression, such as cyberbullying, exposing them

to risks that are ignored by themselves and their parents (26).

Flores (27) describes that cyberbullying is a phenomenon that has

increased in recent years due to various factors, including the

high availability of new technologies (Internet, mobile, etc.),

the progressive importance of cyberspace in people’s lives as a

space for socialization that complements the context of home,

school, or the community; the lower perception of the damage

caused (victim and aggressor are not in a “face-to-face” situa-

tion); the harasser’s feeling of impunity due to the anonymity

that it allows and the consequent lack of retaliation by the vic-

tim and those around them; and the ease of reproduction and

dissemination of audiovisual content.

Use of technology and its inuence on disruptive behaviors of

children and adolescents in Latin America

In its globalization process, Latin America has opened up the

introduction of new technologies that may cause similarities

between the study of cases of aggressive and challenging be-

havior and its relationship with the use of technology between

continents and more countries. However, the widespread use of

technology was accompanied by the need for contact due to

the connement and isolation measures that were taken by go-

vernments during the COVID-19 pandemic (28). Castillo (29) found

in his study carried out in Guatemala that exposure to techno-

logy generates addiction without a chemical substance due

to a poor distinction between the use and abuse of devices

and social networks. This symptomatology worsens over time

due to the lack of parental control, and like any addiction,

it generates behavior changes in the form of aggressiveness

disorders and deant behavior (30).

Capulian (31), in her study in Peru, nds that the use of techno-

logies is essential for the child´s development in the current

world context; however, excessive use generates dependen-

cy, which produces emotional detachment of the child from

the family. This detachment presents challenging behavior

problems in the minor and other associated disorders.

Andrade (32) found in her study in Ecuador that the excessive

use of mobile devices is leading students to adopt disruptive

behaviors, especially in the attempt to control the time of use,

generating conicts both inside and outside the

classroom.

Bringas et al. (33), in their article Electronic media

and antisocial behavior in adolescents, based on

a sample of 331 subjects, conrm that the inuence

of electronic media on disruptive behaviors is me-

diated by factors belonging to the characteristics

of the adolescents themselves. This, along with me-

dia consumption, age, personality traits - such as a

higher level of responsibility, extraversion and socia-

bility -, motivational values - such as stimulation, uni-

versalism and power -, and situational variables, like

the father’s profession, inuences conictive and

transgressive behavior at a predictive level.

It is important to note that most of these studies

suggest an association between the use of tech-

nology and violent or disruptive behaviors but do

not demonstrate a direct causal relationship. In

addition, each study has its limitations, and it is

necessary to continue research on this topic to

obtain more solid and specic conclusions.

CONCLUSIONS

The systematic review addressing the use of te-

chnology and its implication for disruptive beha-

vior in children and youth indicates that there is

a relationship between both variables; however,

the correlational nature of the studies cannot

establish a denitive causal relationship. Further-

more, most of the studies used in this review were

cross-sectional, which means that they could not

determine whether ICT use precedes disruptive

behavior or vice versa. Further, longitudinal stu-

dies are recommended to detect the inuence

of technology on behavior.

Some studies show positive effects, pointing out

that the appropriate use of technology can help

develop social and emotional skills, improve aca-

demic performance and foster creativity, as well

as stimulate curiosity and the desire to explore.

In contrast, studies nd negative effects, such as

increased sedentary lifestyles, exposure to inap-

propriate content, and emotional dependence

on technology, which negatively affects the be-

havior of young people. The discrepancy in the

effects of technology use demonstrates that the-

re are other factors at play in qualifying ICT ex-

posure as positive or negative. Based on this, a

third set of research analyzes how moderating

factors (such as age, gender, amount and type

of technology used) can make a difference in

the impact of technology use on child develo-

pment, mentioning that violent and hostile con-

tent may be related to aggressive behavior at

an early age. Parental controls and the quality of

REVISIÓN SISTEMÁTICA ARTÍCULO ORIGINAL

Revista Médica Vozandes

Volumen 35 , Número 2, 2025

USE OF TECHNOLOGY AND DISRUPTIVE BEHAVIORS IN

SECOND CHILDHOOD AND ADOLESCENCE (...) Poenitz Boudot AV, et al.

Revista Médica Vozandes

Volumen 35 , Número 2, 2025

family and social relationships play a substantial role in the fre-

quency and intensity with which children and adolescents are

exposed to screens. This aspect reinforces the importance of

environmental and psychosocial factors in regulating the use of

technology by avoiding or allowing overexposure.

An important aspect of analysis is social cognition, understood

as the understanding of and response to social cues. Social

cognition plays a crucial role in mediating between neuro-

cognitive abilities and social adaptability. A decit at this level

may be related to dysfunctions in the brain regions that con-

trol impulses and decision making, affecting systems related to

attention, language and behavior regulation. These changes

may result in addictive, aggressive and impulsive behaviors

and social disengagement, a situation that pla-

ces children and adolescents exposed to ICT in a

vulnerable state.

In short, it has not been possible to establish a

direct causality between ICT use and disruptive

behavior in children and adolescents. It is known

that their use can have positive and negative

consequences in cognitive, behavioral, and

emotional aspects, consequences that are me-

diated by demographic and psychosocial fac-

tors, which determine the degree and nature of

the impact on child development.

REFERENCIAS

1. Román JAM. La educación superior en

tiempos de pandemia: una visión desde

dentro del proceso formativo. Rev Latinoa-

mericana de Estudio Educ. 2020;50:13-40.

2. Poenitz A, Bustillos M, Quintero Y. Diagnósti-

co psicopedagógico y socioemocional en

adolescentes de 15 a 18 años en tiempo de

pandemia por covid-19. GICOS: Rev Grupo

Investig Comunidad Salud. 2021;6(2):156-

65.

3. Elices PG. Percepción ciudadana del uso

de las TIC y la enseñanza online durante la

pandemia. Rev INFAD Psicol. 2021;2(1):213-

24.

4. Aller MJV, Esteban AR, Mayorga HG. Las TIC

en la orientación educativa: Percepción

de estudiantes en prácticas. En: Entornos

virtuales para la educación en tiempos de

pandemia: Perspectivas metodológicas.

Dykinson; 2021. p. 1494-512.

5. National Institute of Mental Health. Disrup-

tive mood dysregulation disorder (DMDD)

[Internet]. Bethesda: NIMH; 2024 [citado el

9 de enero de 2025]. Disponible en: https://

www.nimh.nih.gov/health/topics/disrupti-

ve-mood-dysregulation-disorder

6. Hernández CA. Investigación e inves-

tigación formativa. Nómadas (col).

2003;(18):183-93.

7. UNICEF. Estado mundial de la infancia 2017:

Niños en un mundo digital. Resumen. 2017.

8. UNICEF. Más de 175.000 niños se conectan

cada día por primera vez a Internet. 2018.

9. Cudina JN. Reseña del libro Pulgarcita. “El

mundo cambió tanto que los jóvenes de-

ben reinventar todo: una manera de vivir

juntos, instituciones, una manera de ser y de

conocer” de M. Serres. Rev Cient Guillermo

Ockham. 2014;12(1):117-8.

10. Orosco Fabián JR, Pomasunco Huaytalla R.

Adolescentes frente a los riesgos en el uso

de las TIC. Rev Electrónica Investig Educ.

2020;22.

11. Poenitz A, Román F. Trayectoria del recono-

cimiento de emociones básicas en el neu-

rodesarrollo infantil y su evaluación a través

del Test “Reconocimiento de Emociones

Básicas en la Infancia” (REBEC). Front Educ.

2020;5:110.

12. Brekke J, Kay DD, Lee KS, Green MF. Bio-

social pathways to functional outcome in

schizophrenia. Schizophr Res. 2005;80(2-

3):213-25.

13. Adolphs, R. (2001). La neurobiología de la

cognición social. Opinión actual en Neuro-

biología , 11 (2), 231-239. Andrade Arvelaez,

K. Y. (2019). Uso de dispositivos móviles y la

conducta disruptiva en los estudiantes de

la Escuela de Educación Básica Ecuatoria-

no, año 2019 (Bachelor’s thesis, BABAHOYO:

UTB, 2019).

14. Spaulding WD, Reed D, Sullivan M, Ri-

chardson C, Weiler M. Effects of cognitive

treatment in psychiatric rehabilitation. Schi-

zophr Bull. 1999;25(4):657-76.

15. Poenitz A, Meneses AYM, Rogel JEG, An-

drade ASG, Bautista IBR, Laines HC. Análisis

de la relación entre el reconocimiento de

emociones básicas y otras funciones neu-

rocognitivas en escolares de primaria. Rev

Psicol Escolar Positiva. 2022;5380-91

16. Ospina KLJ, Mayorga FAN, Villota WAC. Ni-

ños y adolescentes. Su dependencia de la

tecnología móvil. Rev Pertinencia Acadé-

mica. 2017;(2):57-68.

17. Vuanello GRG. Los niños frente a Internet:

seguridad, educación y tecnología. Tra-

yectorias. 2015;17(41):108-29.

18. Alonso C, Triñanes ER. El uso problemático

de nuevas tecnologías en una muestra clí-

nica de niños y adolescentes: personalidad

y problemas de conducta asociados. Ac-

tas españolas de psiquiatría. 2017;45(2):62-

70.

19. Molina M, Roque L, Garcez B, Rojas Y, Dul-

zaides E, Ganén S. El proceso de comuni-

cación mediado por las tecnologías de la

información. Ventajas y desventajas en di-

ferentes esferas de la vida social. Medisur.

2015;481-93.

20. Díaz A, Maquilón J, Mirete B. Uso desadap-

tativo de las TIC en adolescentes. Comuni-

car. 2020:29-38.

21. Ferguson CJ, Kilburn J. Much ado about

nothing: the misestimation and overinter-

pretation of violent video game effects in

eastern and western nations: comment on

Anderson et al. (2010). 2010.

22. Twenge JM, Campbell WK. The narcissism

epidemic: Living in the age of entitlement.

Simon and Schuster; 2009.

23. Rosen LD, Whaling K, Carrier LM, Cheever

NA, Rokkum J. La escala de actitudes y

uso de los medios y la tecnología: una in-

vestigación empírica. Comput Hum Behav.

2013;29(6):2501-11.

24. Jara M. Inuencia de la tecnología en el

estilo de vida de un niño de segundo de

básica. Babahoyo: Universidad Técnica de

Babahoyo; 2020.

25. Díaz A, Mercader C, Gairín J. Uso problemá-

tico de las TIC en adolescentes. Rev Electró-

nica Investig Educ. 2019:1-11.

26. Barquero A, Barquero A. Inuencia de las

nuevas tecnologías en el desarrollo ado-

lescente y posibles desajustes. Cúpula.

2016;11-25.

27. Flores J. Cyberbullying. Guía rápida. Des-

cargado el 13 de septiembre de 2010 de

http://www.pantallasamigas.net/protec-

cion-infancia-consejos-articulos/ciberbu-

llying-guia-rapida.shtm.

28. Cardona-Espinosa LF. Efectos Cognitivos

y Conductuales por el Uso de Dispositivos

Tecnológicos en Niños y Niñas en Edades

Comprendidas Entre 8 y 10 años del cole-

gio Comar [Tesis doctoral]. Bogotá: Univer-

sidad Cooperativa de Colombia; 2022.

29. Castillo DEB. Adicción sin sustancia química

por el uso indebido de la tecnología en ni-

ños comprendidos de 8 a 12 años del Cole-

gio Real San Pablo de San Miguel Petapa

[Tesis de licenciatura]. 2020.

30. Pinos Brito AK. Patrones conductuales pre-

sentes en niños de 8 a 10 años frente al uso

de la tecnología [Tesis de licenciatura].

Cuenca: Universidad del Azuay; 2022.

31. Capulian Guizado SG. Uso de la tecnología

y desarrollo socioafectivo infantil desde la

perspectiva parental en una institución

educativa pública, Andahuaylas-2022 [Tesis

de licenciatura]. Andahuaylas: Universidad

de Andahuaylas; 2022.

32. Andrade Arvelaez KY. Uso de dispositivos

móviles y la conducta disruptiva en los estu-

diantes de la Escuela de Educación Básica

Ecuatoriano, año 2019 [Tesis de licenciatu-

ra]. Babahoyo: UTB; 2019.

33. Bringas C, Ovejero A, Herrero FJ, Rodríguez

FJ. Medios electrónicos y comportamiento

antisocial en adolescentes. Revista Colom-

biana de psicología. 2008;(17):93-104.