Technological Acceptance and Addiction to Social Networks in Virtual Mandatory Contexts
Abstract The purpose of this study is to analyze the relationship between technological acceptance and addiction to social networks in university students from the city of Arequipa, Peru. The population was made up of students from the second cycle of 46 professional schools of the National University of San Agustín de Arequipa. For the selection, an incidental non-probabilistic procedure was used, considering the student assistants at the time of applying the instrument. After applying the instrument and processing it, 13 questionnaires were refined when evidencing errors in their filling, finally leaving 2470 students as a sample. The instruments applied were the Technological Acceptance Model (TAM), designed by Yong and the Escurra y Salas Social Network Addiction Questionnaire (ARS). The results show that there is a direct and low relationship between technological acceptance and addiction to social networks since the Pearson correlation is .211, the effect size is 0.4593 and the statistical power is 0.997. It is concluded that there is a very weak type correlation; however, the effect size is large and the statistical power is very high.
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Can, L. y Kaya, N. (2016). Social networking sites addiction and the effect of attitude towards social network advertising. Procedia - Social and Behavioral Sciences, 235, 484–492. https://doi.org/10.1016/j.sbspro.2016.11.059
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Durkee, T., Kaess, M., Carli, V., Parzer, P., Wasserman, C. y Wasserman, D. (2012). Prevalence of pathological internet use among adolescents in Europe: Demographic and social factors. Addiction, 107(12), 2210–2222. https://doi.org/10.1111/j.1360-0443.2012.03946
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Escurra, M. y Salas, E. (2014). Construcción y validación del cuestionario de adicción a redes sociales (ARS). Liberabit. Revista de Psicología, 20(1), 73–91.
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García-Umaña A. y Tirado R. (2018). Digital media behavior of school students: Abusive use of the internet. Journal of New Approaches in Educational Research, 7(2), 140–147. https://doi.org/10.7821/naer.2018.7.284
Griffiths, M. D. (2010). The role of context in online gaming excess and addiction: Some case study evidence. International Journal of Mental Health and Addiction, 8, 119–125. https://doi.org/10.1007/s11469-009-9229-x
Griffiths, M. D. (2012). Facebook addiction: Concerns, criticism, and recommendations—a response to Andreassen and colleagues. Psychological Reports, 110(2), 518–520. https://doi.org/10.2466/01.07.18.PR0.110.2.518-520
Guzmán, F., Bermúdez, J. y Navarro, E. (2018). Uso de Facebook, estrés percibido y consumo de alcohol en jóvenes universitarios. Ciência & Saúde Coletiva, 23(11), 3675–3681. https://doi.org/10.1590/1413-812320182311.27132016
Hite, R., Jones, M., Childers, G., Chesnutt, K. y Pereyra, M. (2017). Pre-Service and In-Service Science Teachers’ Technological acceptance of 3D, haptic-enabled virtual reality instructional technology. The Electronic Journal for Research in Science & Mathematics Education, 23(1), 1–34.
Hu, T., Poston, R. S. y Kettinger, W. J. (2011). Nonadopters of online social network services: Is it easy to have fun yet. Communications of the Association for Information Systems, 29, 441–458. https://doi.org/10.17705/1CAIS.02925
Hwang, Y. (2005). Investigating enterprise systems adoption: uncertainty avoidance: intrinsic motivation, and the technology acceptance model. European Journal of Information Systems, 14(2), 150–161. https://doi.org/10.1057/palgrave.ejis.3000532
Islas, C. y Carranza, R. (2011). Uso de las redes sociales como estrategias de aprendizaje. ¿Transformación educativa? Revista Apertura, 3(2).
Jamal, J. (2015). Dimensions of social media addiction among university students in Kuwait. Psychology and Behavioral Sciences, 4(1), 23–28. https://doi.org/10.11648/j.pbs.20150401.14
Jasso, J., López, F. y Diaz, R. (2017). Conducta adictiva a las redes sociales y su relación con el uso problemático al uso del móvil. Acta de Investigación Psicológica - Psychological Research Records, 7(3), 2832–2838. https://doi.org/10.1016/j.aipprr.2017.11.001
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Kline, P. (2000). The handbook of psychological testing (2nd Ed.). Routledge.
Kuss, D. J. y Griffiths, M. D. (2011). Online social networking and addiction: A review of the psychological literature. International Journal of Environmental Research and Public Health, 8, 3528–3552. https://doi.org/10.3390/ijerph8093528
Li, R., Chen, Y., Liu, H. y Yao, M. (2020). Need satisfaction and frustration profiles: Who benefits more on social networking sites? Personality and Individual Differences, 158, 109854. https://doi.org/10.1016/j.paid.2020.109854
Maier, C. (2020). Overcoming pathological IT use: How and why IT addicts terminate their use of games and social media. International Journal of Information Management, 51, 102053. https://doi.org/10.1016/j.ijinfomgt.2019.102053
Marín, V., Sampedro, B. y Muñoz, J. (2015). ¿Son adictos a las redes sociales los estudiantes universitarios? Revista Complutense de Educación, 26. https://doi.org/10.5209/rev_RCED.2015.v26.46659
Marino, C., Finos, L., Vieno, A., Lenzi, M. y Spada, M. M. (2017). Objective Facebook behaviour: Differences between problematic and non-problematic users. Computers in Human Behavior, 73, 541–546. https://doi.org/10.1016/j.chb.2017.04.015
Marino, C., Gini, G., Vieno, A., y Spada, M. M. (2018). A comprehensive meta-analysis on problematic Facebook use. Computers in Human Behavior, 83, 262–277. https://doi.org/10.1016/j.chb.2018.02.009
Müller, S., Wegmann, E., Stolze, D. y Brand, M. (2020). Maximizing social outcomes? Social zapping and fear of missing out mediate the effects of maximization and procrastination on problematic social networks use. Computers in Human Behavior, 107, 106296. https://doi.org/10.1016/j.chb.2020.106296
Orange (2018). Guía sobre el uso responsable de la tecnología en el entorno familiar. Recuperado de: https://bit.ly/3zL3M5p
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