Pluralidade terminológica, avaliativa e de intervenção na dependência adolescente da Internet: uma revisão sistemática

Autores

DOI:

https://doi.org/10.15359/ree.27-3.17264

Palavras-chave:

vício na internet, adolescentes, educação, internet, prevenção, revisão sistemática

Resumo

Objectivo. Analisar a produção científica sobre o vício da Internet em adolescentes. Metodologia. Foi realizada uma revisão sistemática, seguindo as directrizes PRISMA, de artigos publicados entre 2010 e 2020 em revistas indexadas no PubMed, Web of Science, Scopus e bases de dados ERIC. Para conduzir a revisão, foi realizada uma pesquisa parametrizada utilizando as palavras-chave: Internet, adolescentes, dependência, tratamento, prevenção, educação, uso problemático, uso abusivo e uso excessivo, que foram combinadas com o operador booleano e. Após uma identificação inicial de 319 itens, 24 atenderam aos critérios de inclusão relativos à adequação temática, língua e idade do grupo-alvo. Foram revisados e analisados indutivamente em termos de designações, prevalência e incidência, instrumentos e intervenções. Resultados. Verifica-se uma falta de consenso na terminologia utilizada e nos instrumentos de medição, uma abordagem educacional deficiente e uma baixa eficácia das intervenções utilizadas. Conclusões. O interesse dos resultados obtidos reside no facto de possibilitarem uma série de recomendações que contribuirão para uma melhor abordagem deste problema: uniformizar a terminologia e a conceptualização utilizadas para fazer referência a este campo de estudo, unificar os instrumentos de medição, uma vez que os atuais produzem dados muito diferentes. Por último, a fim de contribuir para atenuar a dependência da Internet entre os adolescentes, foi assinalada a necessidade de desenvolver programas de prevenção e de intervenção educativa, promovidos pelas administrações públicas, que permitam o acesso a todos os grupos, especialmente aos mais vulneráveis.

Biografia do Autor

Manuela Raposo-Rivas, Universidade de Vigo Titular

Doctora en Psicopedagogía por la Universidade de Vigo. Profesora Titular de Tecnología Educativa. Su investigación se centra en los recursos educativos digitales, recursos tecnológicos para la inclusión educativa y las tecnologías en el Prácticum. Más de 200 publicaciones giran en torno a estos temas. Ha sido investigadora en más de 25 proyectos financiados en convocatorias competitivas, siendo en tres de ellos investigadora principal.

María Dolores Dapía-Conde, Universidade de Vigo

Doutora em Psicopedagogía pela Universidade de Vigo, obtendo prêmio extraordinário de doctorado. Professora Titular do área de Teoria e História da Educação da Universidade de Vigo. Suas linhas de investigação centram-se na educação para a saúde, a educação para o lazer, relacione-las lazer-saúde-qualidade de vida e a profissionalização dos educadores sociais, com abundantes contribuições em congressos, livros e artigos científicos

Paula Rodríguez-Rivera, Universidade de Vigo

Graduada em Educação Social e Mestrado em Intervenção Multidiciplinar na Diversidade em Contextos Educativos pela Universidade de Vigo. Actualmente, PDI em formação no Departamento de Análise e Intervenção Psicosocioeducativa. Sua linha de investigação está centrada em adolescentes, vício a internet e tecnologia educativa.

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2023-12-18

Como Citar

Pluralidade terminológica, avaliativa e de intervenção na dependência adolescente da Internet: uma revisão sistemática (M. Raposo-Rivas, M. D. Dapía-Conde, & P. Rodríguez-Rivera , Trads.). (2023). Revista Electrónica Educare, 27(3), 1-21. https://doi.org/10.15359/ree.27-3.17264

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Pluralidade terminológica, avaliativa e de intervenção na dependência adolescente da Internet: uma revisão sistemática (M. Raposo-Rivas, M. D. Dapía-Conde, & P. Rodríguez-Rivera , Trads.). (2023). Revista Electrónica Educare, 27(3), 1-21. https://doi.org/10.15359/ree.27-3.17264

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