Adicciones a internet y funciones ejecutivas en estudiantes universitariosuna revisión sistemática

  1. Bernabéu Brotóns, Elena 1
  2. Marchena Giráldez, Carlos Alberto 1
  3. González Pizzio, Adriana 1
  4. Lubrini, Genny 2
  1. 1 Universidad Francisco de Vitoria
    info

    Universidad Francisco de Vitoria

    Pozuelo de Alarcón, España

    ROR https://ror.org/03ha64j07

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2020

Título del ejemplar: 1 de diciembre de 2020

Volumen: 18

Número: 52

Páginas: 613-642

Tipo: Artículo

DOI: 10.25115/EJREP.V18I52.3346 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Electronic journal of research in educational psychology

Resumen

La adicción a internet es un problema de salud pública cada vez mayor, y los estudiantes universitarios reúnen una serie de características que les convierte en población de riesgo.  Numerosos estudios sugieren una relación entre adicciones y alteración en las funciones ejecutivas. Se presenta una revisión bibliográfica que tiene por objetivo identificar variables neuropsicológicas de riesgo para el desarrollo de la adicción a las diferentes aplicaciones de la web en la etapa universitaria. Se realizó una búsqueda sistemática de estudios empíricos publicados entre 2000 y 2019 sobre la relación entre adicción a internet y función ejecutiva en esta población a través de bases de datos online (Medline, PsycInfo, PubMED, ScienceDirect, Scopus y Web of Science). Tras eliminar registros duplicados y aplicar criterios de elegibilidad, se seleccionaron 30 artículos. Los resultados sugieren la implicación de las funciones ejecutivas (control inhibitorio, toma de decisiones y fluidez verbal), aunque no permiten establecer un perfil de riesgo claro para el desarrollo de adicciones a internet. Parece necesario profundizar en la naturaleza de esta relación, diferenciando entre las diferentes aplicaciones y controlando variables como el género, la naturaleza de la tarea y el tipo de estímulo, con el fin de elaborar estrategias preventivas eficaces.

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