Technoference in the family environment. Parents' perceptions of the mobile phone and interactions with their children
DOI:
https://doi.org/10.7203/realia.31.27160Keywords:
Tecnoferencia, familia, tecnología digital, relaciones familiares
Abstract
Technoference encompasses the intrusions and disruptions that occur in the daily lives of people who make excessive use of technological devices, especially mobile phones. This problem is particularly serious in the interaction between fathers and mothers and their respective sons and daughters, an aspect that affects the educational process that takes place in the family environment. The aim of this study is to find out how parents perceive the use of technology, especially in terms of their children’s habits regarding their own technoference during their childhood. The participants in this research were 74 parents with children in pre-school. The instrument used was an ad hoc questionnaire with 25 Likert-type questions. The results show that parents are aware of the misuse of digital technology at home and, on the other hand, they consider it necessary for the school to educate and work with pupils on the responsible use of these technological devices. Adequate training is necessary, both for families and for children, in order to really use technology in a coherent way and without negatively affecting family relationships.
Downloads
Author Biographies
Rosabel Martinez-Roig, Universidad de Alicante
Aurora Domínguez Santos, Universidad de Alicante
Fabrizio Manuel Sirignano, Università degli Studi Suor Orsola Benincasa
References
Martinez-Roig, R., Domínguez-Santos, A. y Sirignano, F. M. (2023). La tecnoferencia en el ámbito familiar. La percepción de los padres en torno al uso del teléfono móvil y las interacciones con los hijos. Research in Education and Learning Innovation Archives, 31,66--80.
10.7203/realia.31.27160
Almeida-Acosta, F. H. E. (2008). Las sociedades del conocimiento y los procesos proximales del desarrollo humano. Revista Internacional de Ciencias Sociales y Humanidades, SOCIOTAM, XVIII (1), 23–51. Descargado de https://www.redalyc.org/articulo.oa?id= 654/65411190002
Aretio, L. G. (2019). Necesidad de una educación digital en un mundo digital. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 9–22. http://dx.doi.org/10.5944/ried.22.2.23911
Avellaneda-Zamora, K. (2020). Influencia de la tecnointerferencia en el desarrollo psicomotor de menores de tres años. Centro de salud “Paul Harris”, Chiclayo, 2019 (Tesis Doctoral, Universidad Señor de Sipán, Pimentel (Perú)). Descargado de https://repositorio.uss.edu.pe/bitstream/handle/20.500.12802/6979/Avellaneda%20Zamora%20Karen.pdf
Bisquerra, R. (2016). Metodología de la investigación educativa. Madrid: La Muralla. Bond, M., Marín, V., y Bedenlier, S. (2021). International Collaboration in the Field of Educational Research: A Delphi Study. Journal of New Approaches in Educational Research, 10(2), 190–213. http://dx.doi.org/10.7821/naer.2021.7.614
Brown, G., Manago, A. M., y Trimble, J. E. (2016). Tempted to text: College students’ mobile phone use during a face-to-face interaction with a close friend. Emerging Adulthood, 4(6), 1–4. http://dx.doi.org/10.1177/2167696816630086
Brown, J. L., Ortiz-Padilla, M., y Soto-Varela, R. (2020). Does Mathematical Anxiety Differ Cross-Culturally? . Journal of New Approaches in Educational Research, 9(1), 126–136. http://dx.doi.org/10.7821/naer.2020.1.464
Capri, T., Gugliandolo, M. C., Iannizzotto, G., Nucita, A., y Fabio, R. A. (2021). The influence of media usage on family functioning. Current Psychology, 40, 2644–2653. https:// doi.org/10.1007/s12144-019-00204-1
Cebollero-Salinas, A., Cano-Escoriaza, J., y Orejudo-Hernández, S. (2022). Impact of Online Emotions and Netiquette on Phubbing from a Gender Perspective: Educational Challenges. Journal of New Approaches in Educational Research, 11(1), 64–78. http://dx.doi.org/10.7821/naer.2022.1.848
Corona, N. A. (2018). Huérfanos digitales. huerfanosdigitales.com.mx.
Derks, D., y Bakker, A. B. (2014). Smartphone Use, Work–Home Interference, and Burnout: A Diary Study on the Role of Recovery. Applied Psychology, 63(3), 411–440. https:// doi.org/10.1111/j.1464-0597.2012.00530.x
Eliyahu-Levi, D., y Ganz-Meishar, M. (2020). Designing Pedagogical Practices for Teaching in Educational Spaces Culturally and Linguistically Diverse. Journal of New Approaches in Educational Research, 9(1), 74–90. http://dx.doi.org/10.7821/naer.2020.1.480
Estupiñán-Guamani, M. A., Galarza, J. C. G., Rosero-Morales, E. D. R., y Acosta-Bones,S. (2023). El desarrollo infantil desde la perspectiva fisiológica cerebral, una revisión sistemática. Conciencia Digital, 6(1.4), 163–178. https://doi.org/10.33262/ concienciadigital.v6i1.4.1992
Fernández-Díaz, E., Gutiérrez-Esteban, P., y Fernández-Olaskoaga, L. (2019). University- School Scenarios and Voices from Classrooms. Rethinking Collaboration within the Framework of an Interuniversity Project. Journal of New Approaches in Educational Research, 8(2), 79–95. http://dx.doi.org/10.7821/naer.2019.7.372
García-Vera, A., Rumayor, L. R., y Cuenca, A. D. L. H. (2020). Use of Photo-elicitation to evoke and solve Dilemmas that prompt changes Primary School Teachers’ Visions. Journal of New Approaches in Educational Research, 9(1), 137–152. http://dx.doi.org/ 10.7821/naer.2020.1.499
González-Fernández, N., Salcines-Talledo, I., y Ramírez-García, A. (2020). Conocimiento y comunicación de las familias españolas ante los Smartphone y Tablet. Revista de educación(390), 70–102. Descargado de https://redined.educacion.gob.es/xmlui/handle/ 11162/202243
Kildare, C. A., y Middlemiss, W. (2017). Impact of parents mobile device use on parent-child interaction: A literature review. Computers in Human Behavior, 75, 579–593. https:// doi.org/10.1016/j.chb.2017.06.003
McDaniel, B. T., y Coyne, S. M. (2016). Tecnología: la interferencia de la tecnología en las relaciones de pareja y las implicaciones para el bienestar personal y relacional de las mujeres. Psicología de la cultura de los medios populares. Psychology of Popular Media Culture, 5(1), 85–98. http://dx.doi.org/10.1037/ppm0000065
McDaniel, B. T., y Radesky, J. S. (2018). Technoference: Parent Distraction With Technology and Associations With Child Behavior Problems. Child Development, 89(1), 100–109. https://doi.org/10.1111/cdev.12822
Momberg, M. (2015). Huérfano digital. www.huerfanodigital.com.
Navarro, J. L., y Tudge, J. R. H. (2022). Technologizing Bronfenbrenner: neo-ecological theory. Current Psychology, 21, 1–17. https://doi.org/10.1007/s12144-022-02738-3
Otzen, T., y Manterola, C. (2017). Técnicas de muestreo sobre una población a estudio.International Journal of Morphology, 35(1), 227–232. http://dx.doi.org/10.4067/S0717-95022017000100037
Pérez-Fernández, F. (2004). El medio social como estructura psicológica. Reflexiones a partir del modelo ecológico de Bromfenbrenner. Revista de Psicología y Psicopedagogía, 3(2), 161–177. https://doi.org/10.57087/edupsykhe.v3i2.3757
Qiao, L., y Liu, Q. (2020). The effect of technoference in parent-child relationships on adolescent smartphone addiction: The role of cognitive factors. Children and Youth Services Review, 118, 105340–105340. https://doi.org/10.1016/j.childyouth.2020.105340
Radesky, J. S., Kaciroti, N., Weeks, H. M., Schaller, A., y Miller, A. L. (2023). Longitudinal Associations Between Use of Mobile Devices for Calming and Emotional Reactivity and Executive Functioning in Children Aged 3 to 5 Years. JAMA Pediatrics, 177 (1), 62–70. https://doi.org/10.1001/jamapediatrics.2022.4793
Roberts, J. A., y David, M. E. (2016). My life has become a major distraction from my cell phone: Partner phubbing and relationship satisfaction among romantic partners. Computers in Human Behavior, 54, 134–141. https://doi.org/10.1016/j.chb.2015.07.058
Roig-Vila, R., López-Padrón, A., y Urrea-Solano, M. (2023). Dependencia y adicción al smartphone entre el alumnado universitario: ¿Mito o realidad? Alteridad. Revista de Educación, 18(1), 34–47. https://doi.org/10.17163/alt.v18n1.2023.03
Stockdale, L. A., Coyne, S. M., y Padilla-Walker, L. M. (2018). Parent and Child Technoference and socioemotional behavioral outcomes: A nationally representative study of 10-to 20-year-Old adolescents. Computers in Human Behavior, 88, 219–226. https://doi.org/ 10.1016/j.chb.2018.06.034
Stockdale, L. A., Porter, C. L., Coyne, S. M., Essig, L. W., Booth, M., Keenan-Kroff, S., y Schvaneveldt, E. (2020). Infants’ response to a mobile phone modified still-face paradigm: Links to maternal behaviors and beliefs regarding technoference. Infancy, 25(5), 571–592. https://doi.org/10.1111/infa.12342
Torrecillas-Lacave, T., Vázquez-Barrio, T., y Monteagudo-Barandalla, L. (2017). Percepción de los padres sobre el empoderamiento digital de las familias en hogares hiperconectados. El profesional de la información, 26(1), 97–104. https://doi.org/10.3145/epi.2017.ene.10
Viguer, P. (2017). Optimización evolutiva. Fundamentos del desarrollo óptimo. Pirámide.
Zurcher, J. D., King, J., Callister, M., Stockdale, L., y Coyne, S. M. (2020). ”I can multitask”:The mediating role of media consumption on executive function’s relationship to technoference attitudes. Computers in Human Behavior, 113, 106498–106498. https:// doi.org/10.1016/j.chb.2020.106498
Downloads
Published
How to Cite
-
Abstract1556
-
PDF (Español)1378
-
EPUB (Español)290
-
HTML (Español)617
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- The Universitat de València is the editor of Research in Education and Learning Innovation Archives (REALIA) and retains the copyright of all that is published in the journal, while it allows and favours reuse under a copyleft license.
- The originals published in this journal are – unless otherwise specified – under a Creative Commons License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
Research in Education and Learning Innovation Archives (REALIA) encourages authors to disseminate and give visibility to their research published in this journal. For this, REALIA wishes to inform that:
- Authors retain copyright and grant the journal right of first publication.
- The work is simultaneously licensed under a Creative Commons Attribution License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
- Self-archive: Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) to promote greater visibility and citation, with an acknowledgement of its first publication in this journal.
Similar Articles
Most read articles by the same author(s)
Make a Submission
Language
Information
Keywords
