Retos viralesanálisis del impacto de TikTok para los vínculos familiares

  1. Ibanez-Ayuso, María José 1
  2. Limón Mendizabal, Mª Rosario 1
  3. Ruiz-Alberdi, Cristina María 2
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad Francisco de Vitoria
    info

    Universidad Francisco de Vitoria

    Pozuelo de Alarcón, España

    ROR https://ror.org/03ha64j07

Revista:
Revista de ciencias sociales

ISSN: 1315-9518

Año de publicación: 2022

Volumen: 28

Número: 3

Páginas: 42-54

Tipo: Artículo

DOI: 10.31876/RCS.V28I3.38449 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista de ciencias sociales

Resumen

The deep interweaving of screens and social networks in the family affects the educational work that is carried out within it. This article explores the anthropological risks that the uncritical realization of different online fashions can entail for the mother-father-child relationship. To do this, a case study is carried out on eleven challenges of the TikTok social network, involving parents and children through retrospective qualitative research, which combines virtual ethnography with thematic content analysis. The different challenges were coded into five categories. The findings are analyzed from a statistical approach and then an interpretive analysis is performed. The results show the ease with which digital devices can promote the loss of the symbolic difference between generations, profoundly affecting educational elements of the family institution such as moral authority, limits or unconditional acceptance; elements that in conclusion are essential for children to find in the family a safe place from which to start building their personal identity

Referencias bibliográficas

  • Amilburu, M. G., Bernal, A., y González, M. R. (2018). Antropología de la educación. La especie educable. Síntesis.
  • Arbeláez, M. C., y Onrubia, J. (2014). Análisis bibliométrico y de contenido. Dos metodologías complementarias para el análisis de la revista colombiana Educación y Cultura. Revista de Investigaciones UCM, 14(23), 14-31. https://doi.org/10.22383/ri.v14i1.5
  • Basch, C. H., Yalamanchili, B., y Fera, J. (2022). #Climate change on TikTok: A content analysis of videos. Journal of Community Health, 43, 163-167. https://doi.org/10.1007/s10900-021-01031-x
  • Bauman, Z. (2004). Identity: Conversations with Benedetto Vecchi. Polity Press.
  • Bellamy, F-X. (2018). Los desheredados. Por qué es urgente transmitir la cultura. Encuentro.
  • Bernal, A. (2009). Cibermundo y educación. Bosquejo de un nuevo marco formativo en contextos postmodernos. Teoría de la Educación. Revista Interuniversitaria, 21(1), 71-102. https://doi.org/10.14201/3156
  • Choi, G. Y., y Lewallen, J. (2018). “Say Instagram, Kids!”: Examining sharenting and children’s digital representations on Instagram. Howard Journal of Communications, 29(2), 144-164. https://doi.org/10.1080/10646175.2017.1327380
  • Dahdal, S. (2020). Using the WhatsApp social media application for active learning. Journal of Educational Technology Systems, 49(2), 239-249. https://doi.org/10.1177/0047239520928307
  • Delfín-Ruiz, C., Saldaña, C., Cano, R., y Peña, E. J. (2021). Caracterización de los roles familiares y su impacto en las familias de México. Revista de Ciencias Sociales (Ve), XXVII(E-3), 128-138. https://doi.org/10.31876/rcs.v27i.36497
  • Dempsey, A. E., O’Brien, K. D., Tiamiyu, M. F., y Elhai, J. D. (2019). Fear of missing out (FoMO) and rumination mediate relations between social anxiety and problematic Facebook use. Addictive Behaviors Reports, 9, 100150. https://doi.org/10.1016/j.abrep.2018.100150
  • Díaz, C. (2018). Investigación cualitativa y análisis de contenido temático. Orientación intelectual de revista Universum. Revista General de Información y Documentación, 28(1), 119-142. https://doi.org/10.5209/RGID.60813
  • Domínguez, X. M. (2019). Para ser persona. Premisa.
  • Durán, C. M., Páez, D. C., y García, C. L. (2021). Redes sociales y emprendimiento en tiempos de COVID-19: Experiencia de Ocaña – Colombia. Revista de Ciencias Sociales (Ve), X XVII(E-4), 94-107. https://doi.org/10.31876/rcs.v27i.36996
  • Elias, N., Lemish, D., Dalyot, S., y Floegel, D. (2021). “Where are you?” An observational exploration of parental technoference in public places in the US and Israel. Journal of Children and Media, 15(3), 376-388. https://doi.org/10.1080/17482798.2020.1815228
  • Floridi, L. (2015). The onlife manifesto: Being human in a hyperconnected era. Springer International Publishing. https://doi.org/10.1007/978-3-319-04093-6
  • Fontana-Abad, M., Gil, F., y Reyero, D. (2013). La perspectiva pedagógica de la vida familiar. Un enfoque normativo. Estudios sobre Educacion, 25(25), 115-132.
  • Frankl, V. E. (2011). Man’s search for meaning: The classic tribute to hope from the holocaust. Rider.
  • Fundación Amigó (2019). La violencia filio-parental en España (datos 2019). Fundación Amigó. https://fundacionamigo.org/wp-content/uploads/2020/11/informe_vfp_2020.pdf García, Á., Vlieghe, J., Muñoz-Rodríguez, J. M., y Martín-Lucas, J. (2021). Pensar la (teoría de la) educación, desde la tecnología de nuestro tiempo. Teoría de La Educación. Revista Interuniversitaria, 33(2), 5-26. https://doi.org/10.14201/teri.25432
  • García-Villalba, C., y Gutiérrez, M. A. (2021). Ciberactivismo: Elemento articulador del Movimiento Indígena del Cauca, Colombia. Revista de Ciencias Sociales (Ve), XXVII(1), 193-205. https://doi.org/10.31876/rcs.v27i1.35306
  • Golen, R. B., y Ventura, A. K. (2015). Mindless feeding: Is maternal distraction during bottle-feeding associated with overfeeding? Appetite, 91, 385-392. https://doi.org/10.1016/j.appet.2015.04.078
  • González-Casas, D., Mercado-García, E., y Corchado-Castillo, A. I. (2022). Impacto emocional motivado por la Covid-19 en población millennial española. Revista de Ciencias Sociales (Ve), XXVIII(1), 51-62. https://doi.org/10.31876/rcs.v28i1.37669
  • Guardini, R. (2019). Las etapas de la vida. Palabra.
  • Han, B-C. (2015). The burnout society. Stanford Briefs.
  • Han, B-C. (2017). Saving beauty. Polity Press.
  • Han, B-C. (2020). The disappearance of rituals: A topology of the present. Polity Press.
  • Herrick, S. S. C., Hallward, L., y Duncan, L. R. (2021). “This is just how I cope”: An inductive thematic analysis of eating disorder recovery content created and shared on TikTok using #EDrecovery. International Journal of Eating Disorders, 54(4), 516-526. https://doi.org/10.1002/eat.23463
  • Hinds, J., Williams, E. J., y Joinson, A. N. (2020). “It wouldn’t happen to me”: Privacy concerns and perspectives following the Cambridge Analytica scandal. International Journal of Human-Computer Studies, 143, 102498. https://doi.org/10.1016/j.ijhcs.2020.102498
  • Hoffmann, A. L., Proferes, N., y Zimmer, M. (2018). “Making the world more open and connected”: Mark Zuckerberg and the discursive construction of Facebook and its users. New Media & Society, 20(1), 199-218. https://doi.org/10.1177/1461444816660784
  • Hong, W., Liu, R-D., Ding, Y., Oei, T. P., Zhen, R., y Jiang, S. (2019). Parents’ phubbing and problematic mobile phone use: The roles of the parent–child relationship and children’s self-esteem. Cyberpsychology, Behavior, and Social Networking, 22(12), 779-786. https://doi.org/10.1089/cyber.2019.0179
  • Hurtado, K. (december 15, 2020). Watch: Top Tiktok family-friendly challenges. Parentology: Parenting in the Digital Age. https://parentology.com/family-friendly-tiktok-challenges/ Iodice, R., y Papapicco, C. (2021). To be a TikToker in COVID-19 era: An experience of social influence. Online Journal of Communication and Media Technologies, 11(1), e202103. https://doi.org/10.30935/ojcmt/9615
  • Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J., y Hayes, S. (2018). Postdigital science and education. Educational Philosophy and Theory, 50(10), 893-899. https://doi.org/10.1080/00131857.2018.1454000
  • Kildare, C. A., y Middlemiss, W. (2017). Impact of parents mobile device use on parent-child interaction: A literature review. Computers in Human Behavior, 75, 579-593. https://doi.org/10.1016/j.chb.2017.06.003
  • King, D. L., Delfabbro, P. H., Billieux, J., y Potenza, M. N. (2020). Problematic online gaming and the COVID-19 pandemic. Journal of Behavioral Addictions, 9(2), 184-186. https://doi.org/10.1556/2006.2020.00016
  • Klein, A. Z., Da Silva, J. C., Vieira, J. V., Victória, J. L., y Baldasso, L. (2018). The educational affordances of Mobile Instant Messaging (MIM). International Journal of Distance Education Technologies, 16(2), 51-64. https://doi.org/10.4018/IJDET.2018040104
  • Kwon, K. H. (2019). Public referral, viral campaign, and celebrity participation: A social network analysis of the Ice Bucket Challenge on YouTube. Journal of Interactive Advertising, 19(2), 87-99. https://doi.org/10.1080/15252019.2018.1561342
  • L’Ecuyer, C. (2013). Educar en el asombro. Plataforma.
  • Llano, A. (1999). Humanismo cívico. Ariel.
  • Llano, A. (2017). La vida lograda. Ariel.
  • Logrieco, G., Marchili, M. R., Roversi, M., y Villani, A. (2021). The paradox of Tik Tok anti-pro-anorexia videos: How social media can promote non-suicidal self-injury and anorexia. International Journal of Environmental Research and Public Health, 18(3), 1041. https://doi.org/10.3390/ijerph18031041
  • Loh, K. K., y Kanai, R. (2016). How has the internet reshaped human cognition? The Neuroscientist, 22(5), 506-520. https://doi.org/10.1177/1073858415595005 Luri, G. (2020). La escuela no es un parque de atracciones. Ariel.
  • Mace, R. (2020). Reframing the ordinary: Cyberspace and education. Teoría de la Educación. Revista Interuniversitaria, 32(2), 109-129. https://doi.org/10.14201/teri.22473
  • MacIntyre, A. (2001). Animales racionales y dependientes: Por qué los seres humanos necesitamos las virtudes. Ediciones Paidós.
  • Madariaga, A., Romero, S., Romera, L., y Lazcano, I. (2021). Personas jóvenes con discapacidad y el papel que juega la familia en su ocio. Revista de Ciencias Sociales (Ve), XXVII(1), 53-65. https://doi.org/10.31876/rcs.v27i1.35295
  • Mohsin, M. (3 de abril de 2021). 10 estadísticas de Tiktok que debes conocer en 2021 (Infografía). Oberlo. https://www.oberlo.es/blog/estadisticas-tiktok
  • Nembrini, F. (2014). El arte de educar: De padres a hijos. Ediciones Encuentro.
  • Orso, D., Federici, N., Copetti, R., Vetrugno, L., y Bove, T. (2020). Infodemic and the spread of fake news in the COVID-19-era. European Journal of Emergency Medicine, 27(5), 327-328. https://doi.org/10.1097/MEJ.0000000000000713
  • Pancani, L., Gerosa, T., Gui, M., y Riva, P. (2020). “Mom, dad, look at me”: The development of the Parental Phubbing Scale. Journal of Social and Personal Relationships, 38(2), 435-448. https://doi.org/10.1177/0265407520964866
  • Recalcati, M. (2015). ¿Qué queda del padre?: La paternidad en la época hipermoderna. Xoroi Edicions.
  • Reyero, D., y Gil, F. (2019). La educación que limita es la que libera. Revista Española de Pedagogía, 77(273), 213-228. https://doi.org/10.22550/REP77-2-2019-01
  • Rozgonjuk, D., Sindermann, C., Elhai, J. D., y Montag, C. (2020). Fear of Missing Out (FoMO) and social media’s impact on daily-life and productivity at work: Do WhatsApp, Facebook, Instagram, and Snapchat use disorders mediate that association? Addictive Behaviors, 110, 106487. https://doi.org/10.1016/j.addbeh.2020.106487
  • Schiffrin, H. H., y Liss, M. (2017). The Effects of Helicopter Parenting on Academic Motivation. Journal of Child and Family Studies, 26(5), 1472-1480. https://doi.org/10.1007/s10826-017-0658-z
  • Stip, E., Mugaddam, F. A., y Amiri, L. (2021). Facing confinement, the comfort of WhatsApp groups in mental health communities. The Canadian Journal of Psychiatry, 66(1), 63-64. https://doi.org/10.1177/0706743720949341
  • Taylor, C. (2018). La ética de la autenticidad. Ediciones Paidós.
  • Trinidad, A., Carrero, V., y Soriano, R. M. (2006). Teoría fundamentada ‘Grounded Theory’: La construcción de la teoría a través del análisis interpretacional. Cuadernos Metodológicos (27). Centro de Investigaciones Sociológicas.
  • Vaid, S. S., y Harari, G. M. (2021). Who uses what and how often?: Personality predictors of multiplatform social media use among young adults. Journal of Research in Personality, 91, 104005. https://doi.org/10.1016/j.jrp.2020.104005
  • Valero, I. (29 de marzo de 2021). 10 estadísticas de TikTok en 2021 que tu marca debe conocer. Brandme. https://brandme.la/blog/10-estadisticas-de-tiktok-en-2021-que-tu-marca-debe-conocer/
  • Vannucci, A., Simpson, E. G., Gagnon, S., y Ohannessian, C. M. (2020). Social media use and risky behaviors in adolescents: A meta-analysis. Journal of Adolescence, 79(1), 258-274. https://doi.org/10.1016/j.adolescence.2020.01.014
  • White, N. (2020). ‘If you have a baby, try this’: latest TikTok challenge under fire for making babies cry for fun. Knowledia. https://news.knowledia.com/AU/en/articles/if-you-have-a-baby-try-this-latest-tiktok-challenge-under-fire-for-f6f7f6ee0082ffd1edbd8b01b014a44bb5cd2b9c
  • Xie, X., y Xie, J. (2020). Parental phubbing accelerates depression in late childhood and adolescence: A two-path model. Journal of Adolescence, 78(1), 43-52. https://doi.org/10.1016/j.adolescence.2019.12.004
  • Zhu, C., Xu, X., Zhang, W., Chen, J., y Evans, R. (2019). How health communication via Tik Tok makes a difference: A content analysis of Tik Tok accounts run by Chinese provincial health committees. International Journal of Environmental Research and Public Health, 17(1), 192. https://doi.org/10.3390/ijerph17010192
  • Zulli, D., y Zulli, D. J. (2020). Extending the Internet meme: Conceptualizing technological mimesis and imitation publics on the TikTok platform. New Media & Society. https://doi.org/10.1177/1461444820983603
Fuente de los datos: Dialnet