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La Relación Entre la Desconexión Escolar y la Adicción a Internet en Adolescentes: Un Modelo de Mediación Moderada
Gonglu Cheng1,2, Xuejun Bai1,2, Shuying Fu1,2,3
1Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300387, China.
Behavioral sciences (Basel, Switzerland)
|January 28, 2026
Resumen
La desconexión escolar aumenta la adicción a Internet (AI) en adolescentes. La privación relativa media parcialmente esta relación, mientras que las creencias de adversidad ofrecen protección. Fomentar estas creencias puede reducir los riesgos de AI.
Área de la Ciencia:
- Psicología
- Salud del Adolescente
- Bienestar Digital
Sus antecedentes:
- La adicción a Internet (AI) se caracteriza por un uso excesivo e incontrolable de Internet.
- El modelo cognitivo-conductual identifica la desconexión escolar y la privación relativa como factores de riesgo para la AI en adolescentes.
- Se proponen las creencias de adversidad como un posible factor protector contra la AI.
Objetivo del estudio:
- Investigar el papel mediador de la privación relativa en la relación entre la desconexión escolar y la AI en adolescentes.
- Examinar el efecto moderador de las creencias de adversidad en la asociación entre la desconexión escolar y la AI.
- Explorar cómo las creencias de adversidad influyen en la vía de mediación de la desconexión escolar a la AI a través de la privación relativa.
Principales métodos:
- Un estudio transversal que involucró a 2485 adolescentes chinos.
- Se utilizaron medidas autoinformadas anónimas para evaluar la desconexión escolar, la privación relativa, las creencias de adversidad y la AI.
- Se emplearon análisis estadísticos para probar las hipótesis de mediación y moderación.
Principales resultados:
- La desconexión escolar fue un predictor positivo significativo de la AI.
- La privación relativa medió parcialmente la relación entre la desconexión escolar y la AI.
- Las creencias de adversidad moderaron tanto el vínculo directo entre la desconexión escolar y la AI, como la asociación entre la privación relativa y la AI.
Conclusiones:
- La privación relativa juega un papel mediador en cómo la desconexión escolar contribuye a la AI en adolescentes.
- Las creencias de adversidad actúan como un moderador significativo, influyendo en el impacto de la desconexión escolar y la privación relativa en la AI.
- Las intervenciones dirigidas a fortalecer las creencias de adversidad de los adolescentes pueden ser efectivas para mitigar la adicción a Internet.
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