Terminological, Evaluative, and Interventional Plurality in Adolescent Internet Addiction: A Systematic Review





internet addiction, adolescents, education, internet, prevention, systematic review


Objective. The study aims to analyze the scientific production on Internet addiction in adolescents. Methodology. A systematic review, following PRISMA guidelines, was conducted on articles published between 2010 and 2020 in journals indexed in PubMed, Web of Science, Scopus, and ERIC databases. To conduct the review, a parameterized search was performed using the following keywords: Internet, adolescents, addiction, treatment, prevention, education, problematic use, abusive use and excessive use. They were combined with the Boolean operator AND. After an initial identification of 319 items, 24 met inclusion criteria related to thematic appropriateness, language, and age of beneficiaries. The instruments and interventions were reviewed and analysed inductively in terms of designations, prevalence, and incidence. Results. This review revealed a lack of consensus in the terminology used and in the measuring instruments, a poor educational approach, and low effectiveness of the interventions used. Conclusions. The interest of the results obtained lies in making possible a series of recommendations that will contribute to a better approach to this problem: standardizing the terminology and conceptualization used to refer to this field of study and unifying the measuring instruments, as the current ones yield very different data. Finally, in order to help alleviate Internet addiction among adolescents, the study  identified the need to develop prevention and educational intervention programs, promoted by public administrations, which allow access to all groups, especially the most vulnerable.

Author Biographies

Manuela Raposo-Rivas, Universidade de Vigo

Doctor in Psychopedagogics by the Universidade of Vigo. Professor Title of Educational Technology. His investigation centres in the digital educational resources, technological resources for the educational inclusion and the technologies in the Prácticum. More than 200 publications turn around these subjects. It has been researcher in more than 25 projects funded in competitive announcements, being in three of them main researcher.

María Dolores Dapía-Conde, Universidade de Vigo

Doctor in Psychopedagogics by the Universidade of Vigo, obtaining extraordinary prize of doctorate. Professor Title of the area of Theory and History of the Education of the Universidade of Vigo. His lines of investigation centre in the education for the health, the education for the leisure, relate them leisure-health-quality of life and the profesionalización of the social educators, with abundant contributions in congresses, books and scientific articles

Paula Rodríguez-Rivera, Universidade de Vigo

Graduated in Social Education and Máster in Multidisciplinary Intervention in the Diversity in Educational Contexts by the Universidade of Vigo. At present, PDI in training in the Department of Analysis and Intervention Psicosocioeducativa. His line of investigation is centred in teenagers, addiction to internet and educational technology.


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How to Cite

Terminological, Evaluative, and Interventional Plurality in Adolescent Internet Addiction: A Systematic Review (M. Raposo-Rivas, M. D. Dapía-Conde, & P. Rodríguez-Rivera , Trans.). (2023). Revista Electrónica Educare, 27(3), 1-21. https://doi.org/10.15359/ree.27-3.17264



Journal Articles (Peer Reviewed Section)

How to Cite

Terminological, Evaluative, and Interventional Plurality in Adolescent Internet Addiction: A Systematic Review (M. Raposo-Rivas, M. D. Dapía-Conde, & P. Rodríguez-Rivera , Trans.). (2023). Revista Electrónica Educare, 27(3), 1-21. https://doi.org/10.15359/ree.27-3.17264

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