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Artículos de Investigación

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Influencia del uso de redes sociales en conductas disruptivas de estudiantes de primaria

Influence of social media use on disruptive behaviors in primary education students
Publicado
2026-08-10
Introducción: El uso intensivo de redes sociales durante la infancia y adolescencia plantea desafíos para la convivencia escolar, debido a su posible influencia sobre los comportamientos y dinámicas de interacción dentro del aula. Objetivo: Determinar la influencia del uso de redes sociales en las conductas disruptivas de estudiantes del V ciclo de la Institución Educativa N.° 106 Abraham Valdelomar de Lima, Perú. Metodología: Se desarrolló una investigación con enfoque cuantitativo, diseño no experimental, corte transversal y alcance correlacional-explicativo. La muestra estuvo conformada por 250 estudiantes seleccionados mediante muestreo censal. Se aplicaron dos cuestionarios tipo Likert validados mediante juicio de expertos. El análisis inferencial se realizó mediante un modelo de ecuaciones estructurales. Resultados: Los resultados descriptivos evidenciaron que el 63,60 % de los estudiantes presentó niveles elevados de uso de redes sociales y el 58,80 % manifestó niveles altos de conductas disruptivas. El modelo de ecuaciones estructurales confirmó una relación positiva y significativa entre ambas variables, con un coeficiente estandarizado de 0,961 (p < 0,001), evidenciando una asociación robusta entre el uso de redes sociales y las conductas disruptivas. Conclusiones: El uso intensivo de redes sociales se relaciona significativamente con la presencia de conductas disruptivas en estudiantes de educación básica. Se requiere fortalecer estrategias de gestión digital escolar, educación para el uso responsable de tecnologías y acompañamiento familiar para favorecer una convivencia educativa saludable.
Introduction: The intensive use of social media during childhood and adolescence poses significant challenges for school coexistence, given its potential influence on behavioral patterns and classroom interaction dynamics. Objective: This study aimed to determine the influence of social media use on disruptive behaviors among students in the fifth cycle of the Abraham Valdelomar Educational Institution No. 106 in Lima, Peru. Methodology: A quantitative research approach was employed, using a non-experimental, cross-sectional, and correlational-explanatory design. The sample consisted of 250 students selected through census sampling. Data were collected using two Likert-type questionnaires validated through expert judgment. Inferential analysis was conducted using Structural Equation Modeling (SEM). Results: Descriptive findings revealed that 63.60% of students exhibited high levels of social media use, and 58.80% manifested high levels of disruptive behavior. The structural equation model confirmed a significant positive relationship between both variables, with a standardized coefficient of 0.961 (p < .001), indicating a robust association between social media use and disruptive behaviors. Conclusions: Intensive social media use is significantly associated with the occurrence of disruptive behaviors in basic education students. These findings highlight the need to strengthen digital school management strategies, promote education for responsible technology use, and enhance family guidance to foster a healthy educational environment.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
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Artículos de Investigación

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