Influencia del Tiempo de Pantallas en Conductas Externalizantes e Internalizantes en Niños de 6-12 Años

• Autores: María del Carmen García Jordá, Llanos Merín Cantos, Jorge J. Ricarte Ricarte
• Localización: Revista de Psicología y Educación, ISSN 1699-9517, Vol. 20, Nº. 2, 2025, págs. 89-98
• Idioma: español
• Títulos paralelos:
  • Influence of Screen Time on Externalizing and Internalizing Behaviors in Children Aged 6-12 Years
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El uso de las Tecnologías de la Relación, la Información y la Comunicación (TRIC) ha aumentado significativamente entre los jóvenes, generando nuevos hábitos de vida. Aunque las tecnologías aportan beneficios, su uso excesivo puede afectar la salud física y psicológica. Este estudio analiza el impacto del uso de pantallas en estudiantes de Educación Primaria, centrándose en conductas externalizantes e internalizantes. Método: Se realizó un estudio cuantitativo con una muestra de 153 estudiantes (edad media = 9.46 años; rango = 6.4-12.2 años; 50.3% niños y 49.7% niñas). Se utilizó un cuestionario diseñado para evaluar la frecuencia y los tipos de dispositivos utilizados, basado en investigaciones previas. Las conductas internalizantes y externalizantes se midieron mediante el Cuestionario de Cualidades y Dificultades (SDQ) en su versión para docentes. Resultados: Se encontró una mayor correlación entre el uso excesivo de pantallas y las conductas externalizantes. Además, el uso global de pantallas predijo problemas externalizantes, mientras que el uso antes de dormir se asoció con síntomas emocionales. Conclusión:

    Los hallazgos evidencian el impacto diferencial del uso de pantallas en la conducta infantil. Es clave promover intervenciones que regulen su uso para reducir efectos negativos.

  • English

    The use of Relational, Information, and Communication Technologies (TRIC) has significantly increased among young people, leading to new lifestyle habits. While technologies offer benefits, excessive use can negatively impact physical and psychological health. This study examines the impact of screen use on Primary Education students, focusing on externalizing and internalizing behaviors. Method: A quantitative study was conducted with a sample of 153 students (mean age = 9.46 years; range = 6.4-12.2 years; 50.3% boys and 49.7% girls). A questionnaire based on previous research was used to assess the frequency and types of devices used. Internalizing and externalizing behaviors were measured using the Strengths and Difficulties Questionnaire (SDQ) in its teacher-report version. Results: A stronger correlation was found between excessive screen use and externalizing behaviors. Additionally, overall screen use predicted externalizing problems, while screen use before bedtime was associated with emotional symptoms.

    Conclusion: The findings highlight the differential impact of screen use on children’s behavior. It is essential to promote interventions that regulate screen use to mitigate its negative effects

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