Jurisprudencia y Ciencias Sociales

URI permanente para esta comunidadhttp://repositorio.uta.edu.ec/handle/123456789/892

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Tipo de acceso: Acceso abiertoAutor/a: search.filters.author.Pacha Barrera, Bryan Adrián

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    Uso de Videojuegos y habilidades socioemocionales en adolescentes
    (Universidad Técnica de Ambato, Facultad de Jurisprudencia y Ciencias Sociales, Carrera de Trabajo Social, 2026-01-20)
    Pacha Barrera, Bryan Adrián
    ;
    Pino Loza, Eulalia
    The present study aims to analyze the relationship between the use of video games (UVJ) and socioemotional skills (HSE) in adolescents from the Unidad Educativa “Pedro Fermín Cevallos” in the city of Ambato, Ecuador. UVJ, understood as an interactive activity that combines cultural, cognitive, and social elements, has gained relevance in youth development, with potential to foster competencies such as empathy and emotional regulation, or, in extreme cases, generate isolation and affective dysregulation. HSE, on the other hand, refers to the ability to manage emotions, resolve conflicts, and facilitate communication, essential for interpersonal and academic well-being. The methodological approach was quantitative, allowing an objective measurement of UVJ presence and its impact on HSE. Validated instruments such as the IGD-20 and the Socioemotional Skills Questionnaire for School Mediation (CHSE) were applied, under a cross-sectional correlational design. The sample consisted of 163 students from first, second, and third year of high school, selected from a population of 420. The results indicate that 66.9% of participants show a low level of UVJ, 31.9% moderate, and only 1.2% high. In HSE, 71.2% show a moderate level, with strengths in conflict management and weaknesses in communication and emotional regulation. Correlation analyses reveal a very weak and negative relationship between UVJ and HSE (ρ = -0.107; p = 0.173), indicating the absence of significant influence. In conclusion, UVJ does not represent a determining risk factor for HSE when balanced, making it necessary to raise awareness about responsible technology use in educational contexts to foster socioemotional competencies in adolescents