Socio-emotional learning in online communication through the service learning methodology in adolescents
DOI:
https://doi.org/10.21556/edutec.2021.78.2193Keywords:
service-¬‐learning, Emotional Education, social networks, adolescenceAbstract
Currently, educating adolescents to manage themselves emotionally on social networks is a challenge and an incipient field of research. The Internet offers many benefits, but also power, among others, emotional and social problems. This work aims to assess learning in emotional management in the virtual environment that can be carried out through the Service Learning methodology. 84 4th ESO students participated in this study and gave activities to 108 2nd ESO students in a school in Zaragoza. These workshops involved the creation of digital materials. The project was evaluated at its end with questionnaires to all the agents involved. Among other relevant results, note that 73% have learned how to emotionally manage the tensions and misunderstandings that are created in social networks and 94% affirm that they have learned to identify the emotions that are produced in virtual interaction. This exploratory study shows that in the students who carried out the ApS project, the responsibility, prosocial behavior and motivation were promoted. Meaningful learning and comprehensive training provided by the SL is discussed.
Downloads
References
Allen, K. A., Ryan, T., Gray, D. L., McInerney, D. M., y Waters, L. (2014). Social Media Use and Social Connectedness in Adolescents: The Positives and the Potential Pitfalls. The Australian Educational and Developmental Psychologist, 31(1), 18–31. https://doi.org/10.1017/edp.2014.2
Álvarez, M., y Moral, M. de la V. (2020). Phubbing, uso problemático de teléfonos móviles y de redes sociales en adolescentes y déficits en autocontrol. Health and Addictions/Salud y Drogas, 20(1), 113–125. https://doi.org/10.21134/haaj.v20i1.487
Billig, S.; Jesse, D. y Root, S. (2006). The impact of service-¬‐learning on high school students' civic engagement. In Evaluation report prepared for the Carnegie Corporation of New York. Corporation, RMC Research.
Bisquerra, R. (2016). 10 ideas clave Educación Emocional. Graó.
Blachnio, A., Przepiorka, A., y Rudnicka, P. (2016). Narcissism and self-esteem as predictors of dimensions of Facebook use. Personality and Individual Differences, 90, 296–301. https://doi.org/10.1016/j.paid.2015.11.018
Capella, C. (2016). Promoción del Emprendimiento Social y los aprendizajes académicos en Educación Física a través del Aprendizaje Servicio. Universitat Jaume I.
Cebollero-Salinas, A., Cano, J., y Orejudo, S. (2021). Abuso de Internet y adolescentes: gratificaciones, supervisión familiar y uso responsable. Implicaciones educativas y familiares. Digital Education Review, 39, 42–59. https://doi.org/10.1344/der.2021.39.42-59
Díaz-Miranda, N., y Extremera, N. (2020). Inteligencia emocional, adicción al smartphone y malestar psicológico como predictores de la nomofobia en adolescentes. Know and Share Psychology., 1(2), 7–13. https://doi.org/10.25115/kasp.v1i2.3195
Fernández-Berrocal, P. y Cabello, R. (2021). La inteligencia emocional como fundamento de la educación emocional. 1, 31–46.
Fernández-Montalvo, J., Peñalva-Vélez, M. A., y Irazabal, I. (2015). Internet Use Habits and Risk Behaviours in Preadolescence. Comunicar, 22(44), 113–121. https://doi.org/10.3916/C44-2015-12
Furco, A. (2011). El aprendizaje-servicio: un enfoque equilibrado de la educación experiencial. Educación Global, 0(October), 64–70.
García-Sancho, E., Salguero, J. M., y Fernández-Berrocal, P. (2014). Relationship between emotional intelligence and aggression: A systematic review. Aggression and Violent Behavior, 19(5), 584–591. https://doi.org/10.1016/j.avb.2014.07.007
Hamm, M. P., Newton, A. S., Chisholm, A., Shulhan, J., Milne, A., Sundar, P., Ennis, H., Scott, S. D., y Hartling, L. (2015). Prevalence and Effect of Cyberbullying on Children and Young People. JAMA Pediatrics, 169(8), 770. https://doi.org/10.1001/jamapediatrics.2015.0944
Hernández, Cándido, Larrauri, José y Mendia, R. (2009). Guía Zerbikas 2. Aprendizaje y servicio solidario y desarrollo de las competencis básics. Zerbikas Fundazioa.
Instituto Nacional de Estadística. (2020). Encuesta sobre equipamiento y uso de tecnologías de información y comunicación en los hogares. https://www.ine.es/dyngs/INEbase/es/operacion.htm?c=estadistica_C&cid=1254736176741&menu=ultiDatos&idp=1254735976608
Inglés, C. J., Torregrosa, M. S., García-Fernández, J. M., Martínez-Monteagudo, María C. Estévez, E., y Delgado, B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. European Journal of Education and Psychology, 7(1), 29–41. http://www.redalyc.org/html/1293/129330657003/
Ivanova, A., Gorbaniuk, O., Błachnio, A., Przepiórka, A., Mraka, N., Polishchuk, V., y Gorbaniuk, J. (2020). Mobile Phone Addiction, Phubbing, and Depression Among Men and Women: A Moderated Mediation Analysis. Psychiatric Quarterly, 91(3), 655–668. https://doi.org/10.1007/s11126-020-09723-8
Jackson, L. A., von Eye, A., Fitzgerald, H. E., Zhao, Y., y Witt, E. A. (2010). Self-concept, self-esteem, gender, race and information technology use. Computers in Human Behavior, 26(3), 323–328. https://doi.org/10.1016/j.chb.2009.11.001
Jaradat, M., Jibreel, M., y Skaik, H. (2020). Individuals' perceptions of technology and its relationship with ambition, unemployment, loneliness and insomnia in the Gulf. Technology in Society, 60, 101199. https://doi.org/10.1016/J.TECHSOC.2019.101199
Karadağ, E., Tosuntaş, Ş. B., Erzen, E., Duru, P., Bostan, N., Şahin, B. M., Çulha, İ., y Babadağ, B. (2015). Determinants of phubbing, which is the sum of many virtual addictions: A structural equation model. Journal of Behavioral Addictions, 4(2), 60–74. https://doi.org/10.1556/2006.4.2015.005
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., y Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4), 1073–1137. https://doi.org/10.1037/a0035618
Lim, M., y Yang, Y. (2015). Effects of users' envy and shame on social comparison that occurs on social network services. Computers in Human Behavior, 51(PA), 300–311. https://doi.org/10.1016/j.chb.2015.05.013
López-Cassá, E., Pérez-Escoda, N., y Alegre, A. (2018). Competencia emocional, satisfacción en contextos específicos y satisfacción con la vida en la adolescencia. Revista de Investigacion Educativa, 36(1), 57–73. https://doi.org/10.6018/rie.36.1.273131
Maquilón Sánchez, J. J., Mirete Ruiz, A. B., y Avilés Olmos, M. (2017). La Realidad Aumentada (RA). Recursos y propuestas para la innovación educativa. Revista Electrónica Interuniversitaria de Formación Del Profesorado, 20(2), 183. https://doi.org/10.6018/reifop/20.2.290971
Marino, C., Gini, G., Vieno, A., y Spada, M. M. (2018). A comprehensive meta-analysis on Problematic Facebook Use. Computers in Human Behavior, 83, 262–277. https://doi.org/10.1016/j.chb.2018.02.009
Mella, I. (2019). Aprendizaje-servicio y rendimiento académico del alumnado universitario. La evaluación de un programa. Universidad de Santiago de Compostela.
Mendia, R. (2013). Guía Zerbikas 6. Aprendizaje y servicio solidario: el acompañamiento educativo. Zerbikas Fundazioa.
Molinillo, S., Aguilar-Illescas, R., Anaya-Sánchez, R., y Vallespín-Arán, M. (2018). Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment. Computers & Education, 123, 41–52. https://doi.org/10.1016/j.compedu.2018.04.012
Moral, M. de la V., y Suárez, C. (2016). Factores de riesgo en el uso problemático de Internet y del teléfono móvil en adolescentes españoles. Revista Iberoamericana de Psicologia y Salud, 7(2), 69–78. https://doi.org/10.1016/j.rips.2016.03.001
Nasaescu, E., Marín-López, I., Llorent, V. J., Ortega-Ruiz, R., y Zych, I. (2018). Abuse of technology in adolescence and its relation to social and emotional competencies, emotions in online communication, and bullying. Computers in Human Behavior, 88, 114–120. https://doi.org/10.1016/j.chb.2018.06.036
Oberst, U., Wegmann, E., Stodt, B., Brand, M., y Chamarro, A. (2017). Negative consequences from heavy social networking in adolescents: The mediating role of fear of missing out. Journal of Adolescence, 55(February), 51–60. https://doi.org/10.1016/j.adolescence.2016.12.008
Park, S. Y., y Baek, Y. M. (2018). Two faces of social comparison on Facebook: The interplay between social comparison orientation, emotions, and psychological well-being. Computers in Human Behavior, 79, 83–93. https://doi.org/10.1016/j.chb.2017.10.028
Peris, M., Maganto, C., y Garaigordobil, M. (2018). Escala de riesgo de adicción-adolescente a las redes sociales e internet: fiabilidad y validez (ERA-RSI). Revista de Psicología Clínica Con Niños y Adolescentes, 5(2), 30–36. https://doi.org/10.21134/rpcna.2018.05.2.4
Puig, J. M., Batlle, R., Bosch, C. y Palos, J. (2006). Aprendizaje servicio. Educar para la ciudadanía. Octaedro.
Puig, J. . (coord. . (2015). 11 ideas clave ¿Cómo realizar un proyecto de aprendizaje servicio? Graó.
Resurrección, D. M., Salguero, J. M., y Ruiz-Aranda, D. (2014). Emotional intelligence and psychological maladjustment in adolescence: A systematic review. Journal of Adolescence, 37(4), 461–472. https://doi.org/10.1016/j.adolescence.2014.03.012
Rey, L., Quintana-Orts, C., Mérida-López, S., y Extremera, N. (2018). Emotional intelligence and peer cybervictimisation in adolescents: Gender as moderator. Comunicar, 26(56), 09–18. https://doi.org/10.3916/C56-2018-01
Romera, E., Cano, J., García, R., y Ortega-Ruiz. (2016). Cyberbullying: competencia social, motivación y relaciones entre iguales. Comunicar, 48, 71–79.
Rosenthal-von der Pütten, A. M., Hastall, M. R., Köcher, S., Meske, C., Heinrich, T., Labrenz, F., y Ocklenburg, S. (2019). "Likes" as social rewards: Their role in online social comparison and decisions to like other People's selfies. Computers in Human Behavior, 92, 76–86. https://doi.org/10.1016/j.chb.2018.10.017
Ruiz, Y. (2020). Empatía y prosocialidad: proyectos de aprendizaje-servicio en psicología social. International Journal of Developmental and Educational Psychology, 2, 441–448.
Santana-Vega, L. E., Gómez-Muñoz, A. M., y Feliciano-García, L. (2019). Adolescents problematic mobile phone use, Fear of Missing Out and family communication. Comunicar, 27(59), 39–47. https://doi.org/10.3916/C59-2019-04
Valkenburg, P. M., Peter, J., y Schouten, A. (2006). Sitios de redes de amigos y su relación con el bienestar y la autoestima social de los adolescentes.
Vázquez, S., Liesa, M., y Lozano, R. M. A. (2017). Recreos cooperativos e inclusivos a través de la metodología de aprendizaje-servicio. Revista Electrónica Interuniversitaria de Formación Del Profesorado, 20(1), 173. https://doi.org/10.6018/reifop/20.1.213181
Zych, I., Beltrán-Catalán, M., Ortega-Ruiz, R., y Llorent, V. J. (2018). Social and Emotional Competencies in Adolescents Involved in Different Bullying and Cyberbullying Roles. Revista de Psicodidactica, 23(2), 86–93. https://doi.org/10.1016/j.psicod.2017.12.001
Downloads
Published
How to Cite
Issue
Section
License
By submitting the paper, the authors assign the publication rights to the journal Edutec. For its part, Edutec authorises its distribution as long as its content is not altered and its origin is indicated. At the end of each article published in Edutec, the citation procedure is indicated.
The management and editorial board of Edutec Revista Electrónica de Tecnología Educativa do not accept any responsibility for the statements and ideas expressed by the authors in their work.
Translated with www.DeepL.com/Translator (free version)
