Impacto de la adicción a redes sociales en asistencia y rendimiento académico: diferencias según género en estudiantes de Educación Secundaria

Alba Lorenzo-Rumbo; Mariola Giménez-Miralles; Miriam Martín-Galán

doi:10.31637/epsir-2025-959

Authors

Alba Lorenzo-Rumbo University of Alicante
Mariola Giménez-Miralles Valencian International University https://orcid.org/0009-0005-5879-4928
Miriam Martín-Galán Valencian International University https://orcid.org/0000-0001-9902-3218

DOI:

https://doi.org/10.31637/epsir-2025-959

Keywords:

Secondary Education, Addiction, Social Media, Academic Performance, School Attendance, adolescence, Spain

Abstract

Introduction: Social media plays a major role in the lives of Spanish youth, being used by 90% of them. The objective of the study is to analyze the differences in social media addiction based on gender and its impact on failed subjects in the last evaluation and school attendance. Methodology: The Bergen Social Media Addiction Scale (BSMAS) was applied to a sample of 641 Spanish adolescents, and the results were analyzed through ANOVA, Student's t-tests, Cohen's d, and frequency analysis. Results: Significant differences were found between boys and girls, with girls having higher average scores. Similarly, higher averages in social media addiction were found among adolescents who had more absences and those with more failed subjects. Discussion: The proposed hypotheses are confirmed; social media addiction influences academic performance and school attendance, and gender-based differences are found. Conclusions: The need to implement strategies that promote healthy social media use and foster study habits is discussed.

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Author Biographies

Alba Lorenzo-Rumbo, University of Alicante

Graduated in Psychology from the University of Valencia. She holds a Master's in General Health Psychology from the University of Murcia and a Master's in Secondary Education, Baccalaureate, and Vocational Training with a specialization in Educational Guidance from the University of Alicante.

Mariola Giménez-Miralles, Valencian International University

Doctor of Educational Research with an international distinction from the University of Alicante. She currently combines her role as a research professor at the International University of Valencia (VIU), where she is in the process of accreditation (ANECA), with her work as a teacher of Early Childhood and Primary Education. She has published various articles in high-impact scientific journals (Q1), contributing to academic knowledge in the psychoeducational field. Her experience focuses on educational research related to school attendance problems and associated variables such as school anxiety, school refusal, learning strategies, academic attributions, and more. She has also begun to explore other relevant areas, such as giftedness, mental health, and Artificial Intelligence (AI).

Miriam Martín-Galán, Valencian International University

Doctor of Educational Research from the University of Alicante and currently working as a teacher and researcher at the International University of Valencia (VIU). She has published several articles in high-impact scientific journals (Q1), contributing to academic knowledge in her field. Her experience focuses on educational research and its practical application in various contexts, supporting the continuous improvement of the educational system through rigorous studies and recognized publications.

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