000110606 001__ 110606
000110606 005__ 20231006143308.0
000110606 0247_ $$2doi$$a10.7821/naer.2022.1.848
000110606 0248_ $$2sideral$$a127624
000110606 037__ $$aART-2022-127624
000110606 041__ $$adeu
000110606 100__ $$0(orcid)0000-0003-2515-9029$$aCebollero-Salinas, Ana$$uUniversidad de Zaragoza
000110606 245__ $$aImpact of online emotions and netiquette on phubbing from a gender perspective: Educational challenges
000110606 260__ $$c2022
000110606 5060_ $$aAccess copy available to the general public$$fUnrestricted
000110606 5203_ $$aDuring adolescence, the Internet is mainly used for purposes of socialization. Non-verbal elements limit online communication, thus leading to widespread use of emotional resources. It would be preferable if virtual interaction did not reduce the quality of person-to-person contacts, particularly thanks to the adoption of netiquette (respectful treatment of others online). Phubbing, the tendency to check one’s mobile phone during a face-to-face conversation, has become a widespread practice that causes anxiety and can lead to social exclusion. Educating on this behavior could be related with emotional content and with netiquette. This study’s objectives are to analyze the extent to which the use of netiquette and online emotional content are associated with and can predict phubbing, taking gender differences into account. 935 adolescents (ages 12-17, 55,1% female) from 13 schools in the region of Aragon (Spain) responded to our questionnaire. Results are revealing: the level of online emotional content increases the level of phubbing; online emotional expression is the most influential risk factor in both genders; netiquette protects girls to a greater degree. We discuss the educational challenges posed by guaranteeing the responsible use of social networks.
000110606 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000110606 592__ $$a1.034$$b2022
000110606 593__ $$aEducation$$c2022$$dQ1
000110606 594__ $$a9.4$$b2022
000110606 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000110606 700__ $$0(orcid)0000-0001-8422-9213$$aCano Escoriaza, Jacobo$$uUniversidad de Zaragoza
000110606 700__ $$0(orcid)0000-0001-6492-2248$$aOrejudo Hernández, Santos$$uUniversidad de Zaragoza
000110606 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000110606 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000110606 773__ $$g11, 1 (2022), 64-78$$tJournal of New Approaches in Educational Research$$x2254-7339
000110606 8564_ $$s190560$$uhttps://zaguan.unizar.es/record/110606/files/texto_completo.pdf$$yVersión publicada
000110606 8564_ $$s2732447$$uhttps://zaguan.unizar.es/record/110606/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000110606 909CO $$ooai:zaguan.unizar.es:110606$$particulos$$pdriver
000110606 951__ $$a2023-10-06-14:10:44
000110606 980__ $$aARTICLE