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dc.contributor.authorTorrijos Fincias, Patricia 
dc.contributor.authorSerrate González, Sara 
dc.contributor.authorMartín Lucas, Judith 
dc.contributor.authorMuñoz Rodríguez, José Manuel 
dc.date.accessioned2023-12-04T09:20:29Z
dc.date.available2023-12-04T09:20:29Z
dc.date.issued2021
dc.identifier.citationTorrijos-Fincias, P.; Serrate-González, S.; Martín-Lucas, J.; Muñoz-Rodríguez, J. M. (2021) . Perception of risk in the use of technologies and social media. Implications for identity building during adolescence. Education Sciences,11(9), 523. https:// doi.org/10.3390/educsci11090523es_ES
dc.identifier.issn2227-7102
dc.identifier.urihttp://hdl.handle.net/10366/153789
dc.description.abstract[EN] Life for today’s adolescents generally involves spending a large part of their time in front of a screen, permanently connected to the internet. It is no surprise to learn that recent years have witnessed an increase in the number of studies on how adolescent identities are being affected by the phenomenon of hyperconnectivity. This article addresses the perception adolescents have of the uses and functions they encounter during the time they are online and their self-perceived risks, as well as the tools or strategies they use to tackle the threats of a hyperconnected society. This involved designing a qualitative study in which 130 adolescents took part in different focus groups. The results revealed that adolescents use technologies mainly as a means of communication and entertainment, and as they mature, they perceive greater risks associated with this use. The study also found that they deploy few tools and strategies to deal with the self-perceived risks.es_ES
dc.language.isoenges_ES
dc.subjectIdentityes_ES
dc.subjectAdolescencees_ES
dc.subjectHyperconnectivityes_ES
dc.subjectSocial Mediaes_ES
dc.subjectOnlinees_ES
dc.titlePerception of risk in the use of technologies and social media. Implications for identity building during adolescencees_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publishversionhttps://doi.org/10.3390/educsci11090523
dc.identifier.doi10.3390/educsci11090523
dc.relation.projectIDPGC2018-097884-B-I00es_ES
dc.relation.projectIDSA038G19es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.journal.titleEducation Sciences
dc.volume.number11
dc.issue.number9
dc.page.initial523


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