Influence of technological stress and parental mediation on study time and evaluations of adolescents

Abstract

The problematic use of ICT and its effects on the academic performance of young people is an emerging problem. The following objectives were formulated: a) Analyze the association between study time and grades; b) Analyze the influence of technological stress on study time and grades and c) Analyze the time limitations of Internet access, the adult supervisor and their association with study time and grades. The sample consisted of 1,101 participants. A non-experimental survey-type quantitative design was chosen. A descriptive analysis was carried out and contingency tables and Chi Square were used. The results showed that young people who feel technologically stressed do not spend enough time studying, and have significantly worse grades than those who do not feel stressed. Parental mediation decreases with age. Those adolescents who have access to the Internet throughout the day are the ones who spend the least time studying and the students supervised by both parents are the ones with the best grades. It concludes by pointing out that the relationship between adolescents and technology needs more research, as well as specific training for parents.