{"id":{"repo_id":"dialnet","oai_identifier":"oai:dialnet.unirioja.es:TES0000023176"},"canonical_url":"https://search.dev.ndltd.org/etd/dialnet/oai:dialnet.unirioja.es:TES0000023176","repository":{"repo_id":"dialnet","name":"Dialnet","base_url":"https://dialnet.unirioja.es/oaites/OAIHandler"},"display":{"title":"El fenómeno del phubbing en estudiantes adolescentes","abstract":"In the current context of digital transformation, mobile devices have become a natural part of people’s daily lives, and focusing attention on the mobile phone and ignoring those around us has become common behavior. Known as phubbing, this phenomenon is particularly concerning among adolescents, as it poses significant risks to their emotional, social, and educational well-being. Despite its importance, gaps remain in the understanding of this phenomenon, particularly regarding its measurement and its relationship with key psychological and educational variables. The objective of this doctoral thesis was to analyse the prevalence of phubbing among adolescent and young adult students in Spain and its relationship with various indicators of emotional well-being, as well as, provide psychometric evidence for an instrument designed to measure this behavior. In line with this aim, the studies presented first examined the prevalence of phubbing among adolescent students, both university and non-university, in the Spanish context, as well as, its relationship with different variables related to emotional well-being and psychological difficulties. Additionally, the potential influence of gender and educational level on the expression of phubbing behaviours was explored. Secondly, validity evidence was obtained for the Phubbing Scale (PS) in adolescent populations, as previous studies in the Spanish context had not taken this demographic into account. Thirdly, the psychometric properties of the scale were analysed, and its short version was validated. Although an eight-item scale had been validated in other contexts, for the first time, this study confirmed the validity of the Brief Phubbing Scale (PS-6), consisting of six items. A cross-sectional design was employed, with a sample of 1,351 adolescent and young adult students aged between 12 and 21 years. Various instruments were administered to assess indicators of emotional well-being, self-regulation, and self-esteem, in addition to phubbing behaviours. Data were analysed using multivariate and confirmatory factor analysis techniques to ensure the validity and reliability of the instruments used. The theoretical and methodological framework of this doctoral thesis integrates pedagogical and psychological perspectives to provide a comprehensive understanding of phubbing and its effects on students' personal development. In this regard, the findings of this thesis not only contribute to scientific knowledge in the fields of Behavioural and Educational Sciences—highlighting the need to implement educational and social strategies that promote mindful mobile device use, facilitate digital self-regulation, and prevent harmful behaviours associated with phubbing—but also offer valuable insights for the design of public policies aimed at fostering the emotional well-being of adolescents, and their positive contribution to an increasingly digital and complex world. In short, this doctoral thesis provides relevant information on the prevalence of phubbing among Spanish adolescent and young adult students, as well as, a short scale with appropriate psychometric properties that facilitates the measurement of this phenomenon and advances its understanding. It leads us to reconsider the role of technology in education, promoting a balance between its benefits and risks, and ensuring that its use contributes to the positive development of future generations.","abstract_html":"In the current context of digital transformation, mobile devices have become a natural part of people’s daily lives, and focusing attention on the mobile phone and ignoring those around us has become common behavior. Known as phubbing, this phenomenon is particularly concerning among adolescents, as it poses significant risks to their emotional, social, and educational well-being. Despite its importance, gaps remain in the understanding of this phenomenon, particularly regarding its measurement and its relationship with key psychological and educational variables. The objective of this doctoral thesis was to analyse the prevalence of phubbing among adolescent and young adult students in Spain and its relationship with various indicators of emotional well-being, as well as, provide psychometric evidence for an instrument designed to measure this behavior. In line with this aim, the studies presented first examined the prevalence of phubbing among adolescent students, both university and non-university, in the Spanish context, as well as, its relationship with different variables related to emotional well-being and psychological difficulties. Additionally, the potential influence of gender and educational level on the expression of phubbing behaviours was explored. Secondly, validity evidence was obtained for the Phubbing Scale (PS) in adolescent populations, as previous studies in the Spanish context had not taken this demographic into account. Thirdly, the psychometric properties of the scale were analysed, and its short version was validated. Although an eight-item scale had been validated in other contexts, for the first time, this study confirmed the validity of the Brief Phubbing Scale (PS-6), consisting of six items. A cross-sectional design was employed, with a sample of 1,351 adolescent and young adult students aged between 12 and 21 years. Various instruments were administered to assess indicators of emotional well-being, self-regulation, and self-esteem, in addition to phubbing behaviours. Data were analysed using multivariate and confirmatory factor analysis techniques to ensure the validity and reliability of the instruments used. The theoretical and methodological framework of this doctoral thesis integrates pedagogical and psychological perspectives to provide a comprehensive understanding of phubbing and its effects on students' personal development. In this regard, the findings of this thesis not only contribute to scientific knowledge in the fields of Behavioural and Educational Sciences—highlighting the need to implement educational and social strategies that promote mindful mobile device use, facilitate digital self-regulation, and prevent harmful behaviours associated with phubbing—but also offer valuable insights for the design of public policies aimed at fostering the emotional well-being of adolescents, and their positive contribution to an increasingly digital and complex world. In short, this doctoral thesis provides relevant information on the prevalence of phubbing among Spanish adolescent and young adult students, as well as, a short scale with appropriate psychometric properties that facilitates the measurement of this phenomenon and advances its understanding. It leads us to reconsider the role of technology in education, promoting a balance between its benefits and risks, and ensuring that its use contributes to the positive development of future generations.","abstract_has_math":false,"creators":["Barbed Castrejón, Noelia"],"institution":"Universidad de La Rioja (España)","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Navaridas Nalda, Fermín (Universidad de La Rioja)","Ortuño Sierra, Javier (Universidad de La Rioja)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T06:27:07Z","subjects":[],"languages":["spa"],"rights":["LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dialnet.unirioja.es/servlet/oaites?codigo=373690","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Navaridas Nalda, Fermín (Universidad de La Rioja)","Ortuño Sierra, Javier (Universidad de La Rioja)"]},{"key":"dc:creator","label":"Author","values":["Barbed Castrejón, Noelia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Universidad de La Rioja (España)"]},{"key":"dc:type","label":"Dc Type","values":["text (thesis)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["spa"]},{"key":"dc:rights","label":"Dc Rights","values":["LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dialnet.unirioja.es/servlet/oaites?codigo=373690"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["In the current context of digital transformation, mobile devices have become a natural part of people’s daily lives, and focusing attention on the mobile phone and ignoring those around us has become common behavior. Known as phubbing, this phenomenon is particularly concerning among adolescents, as it poses significant risks to their emotional, social, and educational well-being. Despite its importance, gaps remain in the understanding of this phenomenon, particularly regarding its measurement and its relationship with key psychological and educational variables. The objective of this doctoral thesis was to analyse the prevalence of phubbing among adolescent and young adult students in Spain and its relationship with various indicators of emotional well-being, as well as, provide psychometric evidence for an instrument designed to measure this behavior. In line with this aim, the studies presented first examined the prevalence of phubbing among adolescent students, both university and non-university, in the Spanish context, as well as, its relationship with different variables related to emotional well-being and psychological difficulties. Additionally, the potential influence of gender and educational level on the expression of phubbing behaviours was explored. Secondly, validity evidence was obtained for the Phubbing Scale (PS) in adolescent populations, as previous studies in the Spanish context had not taken this demographic into account. Thirdly, the psychometric properties of the scale were analysed, and its short version was validated. Although an eight-item scale had been validated in other contexts, for the first time, this study confirmed the validity of the Brief Phubbing Scale (PS-6), consisting of six items. A cross-sectional design was employed, with a sample of 1,351 adolescent and young adult students aged between 12 and 21 years. Various instruments were administered to assess indicators of emotional well-being, self-regulation, and self-esteem, in addition to phubbing behaviours. Data were analysed using multivariate and confirmatory factor analysis techniques to ensure the validity and reliability of the instruments used. The theoretical and methodological framework of this doctoral thesis integrates pedagogical and psychological perspectives to provide a comprehensive understanding of phubbing and its effects on students' personal development. In this regard, the findings of this thesis not only contribute to scientific knowledge in the fields of Behavioural and Educational Sciences—highlighting the need to implement educational and social strategies that promote mindful mobile device use, facilitate digital self-regulation, and prevent harmful behaviours associated with phubbing—but also offer valuable insights for the design of public policies aimed at fostering the emotional well-being of adolescents, and their positive contribution to an increasingly digital and complex world. In short, this doctoral thesis provides relevant information on the prevalence of phubbing among Spanish adolescent and young adult students, as well as, a short scale with appropriate psychometric properties that facilitates the measurement of this phenomenon and advances its understanding. It leads us to reconsider the role of technology in education, promoting a balance between its benefits and risks, and ensuring that its use contributes to the positive development of future generations.","En el contexto actual de transformación digital, los dispositivos móviles forman parte natural de la vida cotidiana de las personas, y centrar la atención en el teléfono móvil, ignorando a quienes nos rodean, se ha convertido en un comportamiento común. Conocido como phubbing, este fenómeno es especialmente preocupante entre los adolescentes, ya que plantea riesgos significativos para su bienestar emocional, social y educativo. A pesar de su trascendencia, aún existen lagunas en la comprensión de este fenómeno, particularmente en lo que respecta a su medición y su relación con variables psicológicas y educativas clave. Por ello, el objetivo de esta tesis doctoral fue analizar la prevalencia del phubbing entre estudiantes adolescentes y jóvenes adultos españoles y su relación con diversos indicadores de bienestar emocional, así como aportar evidencias psicométricas de un instrumento de medición de esta conducta. De manera coherente con este propósito, en los trabajos presentados se estudió, en primer lugar, la prevalencia del phubbing en estudiantes adolescentes, tanto universitarios como no universitarios, en el contexto español, así como su relación con diferentes variables de bienestar emocional y dificultades psicológicas. Además, se examinó la posible influencia del sexo y el nivel educativo en la expresión de conductas de phubbing. En segundo lugar, se obtuvieron evidencias de validez de la Escala de Phubbing (Phubbing Scale, PS) para población adolescente, ya que los estudios encontrados en el contexto español no habían tenido en cuenta este segmento de la población. En tercer y último lugar, se analizaron las propiedades psicométricas de la escala y se validó su versión corta. En otros contextos se había validado una escala de ocho ítems, pero, por primera vez, en nuestro estudio, se confirmó la validez de la Escala de Phubbing Breve (PS-6), con seis ítems. Para ello, se utilizó un diseño transversal con una muestra de 1.351 estudiantes adolescentes y jóvenes de entre 12 y 21 años. Se administraron diferentes instrumentos para analizar varios indicadores de bienestar emocional, autorregulación y autoestima, además de las conductas de phubbing. Los datos fueron analizados mediante técnicas de análisis multivariado y factorial confirmatorio para garantizar las evidencias de validez y fiabilidad de los instrumentos utilizados. El marco teórico y metodológico de este trabajo de Tesis Doctoral se sustenta en la integración de perspectivas pedagógicas y psicológicas, con el fin de ofrecer una visión integral del phubbing y sus efectos en el desarrollo personal del estudiantado. En este sentido, los hallazgos de esta tesis no solo contribuyen al conocimiento científico en ámbitos de las Ciencias del Comportamiento y de la Educación, subrayando la necesidad de implementar estrategias educativas y sociales que promuevan un uso consciente de los dispositivos móviles, faciliten la autorregulación digital y prevengan comportamientos nocivos asociados al phubbing, sino que también pueden resultar de gran interés para el diseño de políticas públicas que fomenten el bienestar emocional de los adolescentes y su contribución positiva en un mundo cada vez más digitalizado y complejo. En definitiva, esta Tesis Doctoral aporta información relevante sobre la prevalencia del phubbing en estudiantes adolescentes y jóvenes españoles, así como una escala corta con propiedades psicométricas adecuadas que facilita la medición de este fenómeno y permite avanzar en su comprensión, y nos lleva a reconsiderar el papel de la tecnología en la educación, promoviendo un equilibrio entre sus beneficios y sus riesgos, y garantizando que su uso contribuya al desarrollo positivo de las futuras generaciones."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["El fenómeno del phubbing en estudiantes adolescentes"]}]}],"canonical_facts":{"dc:contributor":["Navaridas Nalda, Fermín (Universidad de La Rioja)","Ortuño Sierra, Javier (Universidad de La Rioja)"],"dc:creator":["Barbed Castrejón, Noelia"],"dc:date":["2025"],"dc:description":["In the current context of digital transformation, mobile devices have become a natural part of people’s daily lives, and focusing attention on the mobile phone and ignoring those around us has become common behavior. Known as phubbing, this phenomenon is particularly concerning among adolescents, as it poses significant risks to their emotional, social, and educational well-being. Despite its importance, gaps remain in the understanding of this phenomenon, particularly regarding its measurement and its relationship with key psychological and educational variables. The objective of this doctoral thesis was to analyse the prevalence of phubbing among adolescent and young adult students in Spain and its relationship with various indicators of emotional well-being, as well as, provide psychometric evidence for an instrument designed to measure this behavior. In line with this aim, the studies presented first examined the prevalence of phubbing among adolescent students, both university and non-university, in the Spanish context, as well as, its relationship with different variables related to emotional well-being and psychological difficulties. Additionally, the potential influence of gender and educational level on the expression of phubbing behaviours was explored. Secondly, validity evidence was obtained for the Phubbing Scale (PS) in adolescent populations, as previous studies in the Spanish context had not taken this demographic into account. Thirdly, the psychometric properties of the scale were analysed, and its short version was validated. Although an eight-item scale had been validated in other contexts, for the first time, this study confirmed the validity of the Brief Phubbing Scale (PS-6), consisting of six items. A cross-sectional design was employed, with a sample of 1,351 adolescent and young adult students aged between 12 and 21 years. Various instruments were administered to assess indicators of emotional well-being, self-regulation, and self-esteem, in addition to phubbing behaviours. Data were analysed using multivariate and confirmatory factor analysis techniques to ensure the validity and reliability of the instruments used. The theoretical and methodological framework of this doctoral thesis integrates pedagogical and psychological perspectives to provide a comprehensive understanding of phubbing and its effects on students' personal development. In this regard, the findings of this thesis not only contribute to scientific knowledge in the fields of Behavioural and Educational Sciences—highlighting the need to implement educational and social strategies that promote mindful mobile device use, facilitate digital self-regulation, and prevent harmful behaviours associated with phubbing—but also offer valuable insights for the design of public policies aimed at fostering the emotional well-being of adolescents, and their positive contribution to an increasingly digital and complex world. In short, this doctoral thesis provides relevant information on the prevalence of phubbing among Spanish adolescent and young adult students, as well as, a short scale with appropriate psychometric properties that facilitates the measurement of this phenomenon and advances its understanding. It leads us to reconsider the role of technology in education, promoting a balance between its benefits and risks, and ensuring that its use contributes to the positive development of future generations.","En el contexto actual de transformación digital, los dispositivos móviles forman parte natural de la vida cotidiana de las personas, y centrar la atención en el teléfono móvil, ignorando a quienes nos rodean, se ha convertido en un comportamiento común. Conocido como phubbing, este fenómeno es especialmente preocupante entre los adolescentes, ya que plantea riesgos significativos para su bienestar emocional, social y educativo. A pesar de su trascendencia, aún existen lagunas en la comprensión de este fenómeno, particularmente en lo que respecta a su medición y su relación con variables psicológicas y educativas clave. Por ello, el objetivo de esta tesis doctoral fue analizar la prevalencia del phubbing entre estudiantes adolescentes y jóvenes adultos españoles y su relación con diversos indicadores de bienestar emocional, así como aportar evidencias psicométricas de un instrumento de medición de esta conducta. De manera coherente con este propósito, en los trabajos presentados se estudió, en primer lugar, la prevalencia del phubbing en estudiantes adolescentes, tanto universitarios como no universitarios, en el contexto español, así como su relación con diferentes variables de bienestar emocional y dificultades psicológicas. Además, se examinó la posible influencia del sexo y el nivel educativo en la expresión de conductas de phubbing. En segundo lugar, se obtuvieron evidencias de validez de la Escala de Phubbing (Phubbing Scale, PS) para población adolescente, ya que los estudios encontrados en el contexto español no habían tenido en cuenta este segmento de la población. En tercer y último lugar, se analizaron las propiedades psicométricas de la escala y se validó su versión corta. En otros contextos se había validado una escala de ocho ítems, pero, por primera vez, en nuestro estudio, se confirmó la validez de la Escala de Phubbing Breve (PS-6), con seis ítems. Para ello, se utilizó un diseño transversal con una muestra de 1.351 estudiantes adolescentes y jóvenes de entre 12 y 21 años. Se administraron diferentes instrumentos para analizar varios indicadores de bienestar emocional, autorregulación y autoestima, además de las conductas de phubbing. Los datos fueron analizados mediante técnicas de análisis multivariado y factorial confirmatorio para garantizar las evidencias de validez y fiabilidad de los instrumentos utilizados. El marco teórico y metodológico de este trabajo de Tesis Doctoral se sustenta en la integración de perspectivas pedagógicas y psicológicas, con el fin de ofrecer una visión integral del phubbing y sus efectos en el desarrollo personal del estudiantado. En este sentido, los hallazgos de esta tesis no solo contribuyen al conocimiento científico en ámbitos de las Ciencias del Comportamiento y de la Educación, subrayando la necesidad de implementar estrategias educativas y sociales que promuevan un uso consciente de los dispositivos móviles, faciliten la autorregulación digital y prevengan comportamientos nocivos asociados al phubbing, sino que también pueden resultar de gran interés para el diseño de políticas públicas que fomenten el bienestar emocional de los adolescentes y su contribución positiva en un mundo cada vez más digitalizado y complejo. En definitiva, esta Tesis Doctoral aporta información relevante sobre la prevalencia del phubbing en estudiantes adolescentes y jóvenes españoles, así como una escala corta con propiedades psicométricas adecuadas que facilita la medición de este fenómeno y permite avanzar en su comprensión, y nos lleva a reconsiderar el papel de la tecnología en la educación, promoviendo un equilibrio entre sus beneficios y sus riesgos, y garantizando que su uso contribuya al desarrollo positivo de las futuras generaciones."],"dc:format":["application/pdf"],"dc:identifier":["https://dialnet.unirioja.es/servlet/oaites?codigo=373690"],"dc:language":["spa"],"dc:publisher":["Universidad de La Rioja (España)"],"dc:rights":["LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI"],"dc:title":["El fenómeno del phubbing en estudiantes adolescentes"],"dc:type":["text (thesis)"]},"updated_at":"2026-07-24T06:27:07Z"}