000133245 001__ 133245 000133245 005__ 20240410085328.0 000133245 0247_ $$2doi$$a10.1016/j.compedu.2022.104464 000133245 0248_ $$2sideral$$a127623 000133245 037__ $$aART-2022-127623 000133245 041__ $$aeng 000133245 100__ $$0(orcid)0000-0003-2515-9029$$aCebollero-Salinas, Ana$$uUniversidad de Zaragoza 000133245 245__ $$aAre emotional e-competencies a protective factor against habitual digital behaviors (media multitasking, cybergossip, phubbing) in Spanish students of secondary education? 000133245 260__ $$c2022 000133245 5060_ $$aAccess copy available to the general public$$fUnrestricted 000133245 5203_ $$aIncreased Internet use has introduced several behavior patterns into the daily routines of adolescents, such as phubbing, cybergossip, and media multitasking during homework. These habits can potentialize risks, particularly in post-pandemic situations. Socio-emotional competencies can act as protective factors against cybernetic risks; however, they have not yet been studied in relation with habitual digital behavior. To fill that gap, this study's objective is to analyze, across a sample of 776 students of secondary education (12–16 years old), to what extent socio-emotional competencies in digital interaction (“socio-emotional e-competencies”) are related to phubbing, cybergossip, and media multitasking during academic tasks, while being able to predict those behaviors in function of gender and age. We also propose to elicit whether those three behaviors can be regarded as indicators of habitual digital behavior in general. Our structural equation model results indicate that they act as a sole variable, which we denote as “habitual digital behavior”. On the other hand, emotional e-regulation and e-self-control of impulsiveness act as protective factors in adolescence, whereas emotional e-independence is crucial in girls and older students, and emotional e-awareness is important in boys. To close, we discuss the relevance of educating students in the matter of e-socio-economic competencies. 000133245 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S57-20R 000133245 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/ 000133245 590__ $$a12.0$$b2022 000133245 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b1 / 269 = 0.004$$c2022$$dQ1$$eT1 000133245 591__ $$aCOMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS$$b4 / 110 = 0.036$$c2022$$dQ1$$eT1 000133245 592__ $$a3.682$$b2022 000133245 593__ $$aComputer Science (miscellaneous)$$c2022$$dQ1 000133245 593__ $$aEducation$$c2022$$dQ1 000133245 593__ $$aE-learning$$c2022$$dQ1 000133245 594__ $$a23.8$$b2022 000133245 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000133245 700__ $$0(orcid)0000-0001-8422-9213$$aCano-Escoriaza, Jacobo$$uUniversidad de Zaragoza 000133245 700__ $$0(orcid)0000-0001-6492-2248$$aOrejudo, Santos$$uUniversidad de Zaragoza 000133245 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc. 000133245 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac 000133245 773__ $$g181 (2022), 104464 [13 pp.]$$pComput. educ.$$tComputers and Education$$x0360-1315 000133245 8564_ $$s1683108$$uhttps://zaguan.unizar.es/record/133245/files/texto_completo.pdf$$yVersión publicada 000133245 8564_ $$s1916201$$uhttps://zaguan.unizar.es/record/133245/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000133245 909CO $$ooai:zaguan.unizar.es:133245$$particulos$$pdriver 000133245 951__ $$a2024-04-10-08:36:56 000133245 980__ $$aARTICLE