Emotional Intelligence and Social
Media Use in Adolescents
Inteligencia Emocional y uso de redes sociales
Social Media Use in Adolescents
Juan Andrés Granda Brito 1* , Alejandra Salomé Sarmiento Benavides 2
1 National University of Chimborazo; jhon_ajag@hotmail.com - Quito, Ecuador.
2 National University of Chimborazo; asarmiento@unach.edu.ec - Quito, Ecuador.
How to cite:
Gabriela Elizabeth, A. C., Jaramillo Oyervide, J. A., & Reivan Ortiz, G. G. (2025). Cognitive
Behavioral Therapy in the Treatment of Postpartum Depression: A Systematic Review. Revista
MultidisciplinariaInvestigación Contemporánea,, 3(2), 395–418. https://doi.org/10.58995/redlic.rmic.v3.n2.a113
Article Information
Received: 19-02-2025
Accepted: 11-04-2025
Published: 01-07-2025
Editor’s Note
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Editorial
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Funding Sources
The research was conducted using the authors’
own resources.
Conicts of Interest
No conicts of interest are declared.
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Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Leucemia de células dendríticas plasmocitoides
- estudio y diagnóstico de un caso 49 -49
Copyright (c) 2025 Faicán Rocano Pedro Fernando, Dután Pérez Ibelice Salomé,
González González Camila Raquel, Matute Aguiar Joselyn Nayeli, Rodríguez Ver-
dugo Alejandra Valentina.
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Original article. Revista MultidisciplinariaInvestigación Contemporánea.
Vol. 3 - No. 2, pp. 395 - 418. July-December, 2025. e-ISSN: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a113
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Leucemia de células dendríticas plasmocitoides
- estudio y diagnóstico de un caso 32 -49
Artículo Caso clínico. Revista multidisciplinaria investigación Contemporánea.
Vol. 3 - No. 2, pp. 32 - 49. julio-diciembre, 2025. e-ISSN: 2960-8015
Leucemia de células dendríticas
plasmocitoides - estudio y diagnóstico
de un caso
Leucemia de células dendríticas plasmocitoides - estudio y
diagnóstico de un caso
Información del artículo:
Recibido: 05-12-2024
Aceptado: 21-02-2025
Publicado: 01-07-2025
Nota del editor:
REDLIC se mantiene neutral con respecto a
reclamos jurisdiccionales en mensajes publi-
cados y aliaciones institucionales.
Editorial:
Red Editorial Latinoamericana de Investigación
Contemporánea (REDLIC) www.editorialredlic.com
Fuentes de nanciamiento:
La investigación fue realizada con recursos propios.
Conictos de interés:
No presentan conicto de intereses.
Este texto está protegido por una licencia Creative Commons 4.0.
Usted es libre para Compartir —copiar y redistribuir el material en cual-
quier medio o formato— y Adaptar el documento —remezclar, transformar
y crear a partir del material— para cualquier propósito, incluso para nes
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Atribución: Usted debe dar crédito a la obra original de manera adecuada,
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Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugie-
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1 Docente Investigador; pedro.faican@ucacue.edu.ec. Azogues, Ecuador.
2 Estudiante; ibelice.dutan.44@est.ucacue.edu.ec. Azogues, Ecuador.
3 Estudiante; camila.gonzalez.66@est.ucacue.edu.ec. Azogues, Ecuador.
4 Estudiante; joselyn.matute.44@est.ucacue.edu.ec. Azogues, Ecuador.
5 Estudiante; alejandra.rodriguez.60@est.ucacue.edu.ec. Azogues, Ecuador.
Faicán Rocano Pedro Fernando 1, Dután Pérez Ibelice Salomé 2, González González Camila
Raquel 3, Matute Aguiar Joselyn Nayeli 4, Rodríguez Verdugo Alejandra Valentina 5
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Cómo citar:
Faican Rocano, P. . F., Dután Pérez, I. S. ., González González, C. R. ., Rodríguez Verdugo, A. V. ., & Matute Aguiar, J.
N. . (2025). Leucemia de células dendríticas plasmocitoides - estudio y diagnóstico de un caso.
Revista Multidisci-
plinaria Investigación Contemporánea
, 3(2), 32-49. https://doi.org/10.58995/redlic.rmic.v3.n2.a90
Revista multidisciplinaria
Investigación Contemporánea 07 - 2025 Vol. 3 - No. 2 ISSN-e: 2960-8015
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a113
Inteligencia Emocional y Uso de Redes Sociales en Adolescentes 395 - 418
Artículo original. Revista multidisciplinaria investigación Contemporánea.
Vol. 3 - No. 2, pp. 395 - 418. julio-diciembre, 2025. e-ISSN: 2960-8015
Inteligencia Emocional y Uso de Redes
Sociales en Adolescentes
Emotional Intelligence and Social Media Use in Adolescents
Información del artículo:
Recibido: 19-02-2025
Aceptado: 11-04-2025
Publicado: 01-07-2025
Nota del editor:
REDLIC se mantiene neutral con respecto a
reclamos jurisdiccionales en mensajes publi-
cados y aliaciones institucionales.
Editorial:
Red Editorial Latinoamericana de Investigación
Contemporánea (REDLIC) www.editorialredlic.com
Fuentes de nanciamiento:
La investigación fue realizada con recursos propios.
Conictos de interés:
No presentan conicto de intereses.
Este texto está protegido por una licencia Creative Commons 4.0.
Usted es libre para Compartir —copiar y redistribuir el material en cual-
quier medio o formato— y Adaptar el documento —remezclar, transformar
y crear a partir del material— para cualquier propósito, incluso para nes
comerciales, siempre que cumpla la condición de:
Atribución: Usted debe dar crédito a la obra original de manera adecuada,
proporcionar un enlace a la licencia, e indicar si se han realizado cambios.
Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugie-
ra que tiene el apoyo del licenciante o lo recibe por el uso que hace de la obra
1 Universidad Nacional de Chimborazo; jhon_ajag@hotmail.com. Quito, Ecuador.
2 Universidad Nacional de Chimborazo; asarmiento@unach.edu. Quito, Ecuador.
Juan Andrés Granda Brito 1*, Alejandra Salome Sarmiento Benavides 2,
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a113
Cómo citar:
Gabriela Elizabeth, A. C., Jaramillo Oyervide , J. A., & Reivan Ortiz , G. G. (2025). Terapia Cognitivo Conductual
en el Tratamiento de la Depresión Postparto: Una Revisión Sistemática. Revista Multidisciplinaria Investigación
Contemporánea, 3(2) 395-418. https://doi.org/10.58995/redlic.rmic.v3.n2.a113
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 3 -No. 207 - 2025
Emotional Intelligence and Social Media Use in Adolescents
DOI: https://doi.org/10.58995/redlic.rmic.v3.n2.a113
396-418
Abstract
This quantitative, cross-sectional, analytical study analyzes the relationship
between emotional intelligence (EI) and social media use through a documentary
analysis of the educational records of 188 adolescents (12-18 years old) from a
secondary school in Quito, Ecuador. The records contained results, previously
collected by the institution, from the TMMS-24 (24 items, Likert 1-5, α = 0.86) to
assess EI components such as emotional attention and repair, and from the SMDS
Scale (9 items, Likert 1-5, α = 0.79) to measure patterns of problematic social media
use. The results revealed signicant differences in empathy by gender, with higher
scores in women (t(186) = 2.67, p < 0.01). A signicant negative correlation was found
between emotional repair and problematic social media use (r=0.41, p<0.001),
and daily exposure exceeding 4 hours, along with problematic use, gender, and
time-gender interaction, was associated with lower emotional repair (R²=0.23,
p<0.001). These ndings underscore the importance of EI, particularly emotional
repair, as a protective factor against problematic social media use in adolescents,
guiding potential psychoeducational interventions focused on the development of
emotional skills.
Keywords: emotional intelligence, social media, adolescents, emotional repair,
empathy.
Resumen
Este estudio cuantitativo, de enfoque analítico y transversal, analiza la
relación entre la inteligencia emocional (IE) y el uso de redes sociales a partir
del análisis documental de expedientes educativos de 188 adolescentes (12-18
años) de un instituto secundario en Quito, Ecuador. Los expedientes consultados
contenían resultados, recopilados previamente por la institución, del TMMS-24
(24 ítems, Likert 1-5, α = 0.86) para evaluar componentes de la IE como atención
y reparación emocional, y de la Escala SMDS (9 ítems, Likert 1-5, α = 0.79) para
medir patrones de uso problemático de redes sociales. Los resultados revelaron
diferencias signicativas en empatía por género, con mayor puntuación en mujeres
(t(186) = 2.67, p < 0.01). Se encontró una correlación negativa signicativa entre la
reparación emocional y el uso problemático de redes sociales (r=’0,41, p < 0.001),
y la exposición diaria superior a 4 horas, junto con uso problemático, género e
interacción tiempo-género, se asoció con menor reparación emocional (R² = 0.23,
p < 0.001). Estos hallazgos subrayan la importancia de la IE, particularmente la
reparación emocional, como factor protector frente al uso problemático de redes
sociales en adolescentes, orientando posibles intervenciones psicoeducativas
focalizadas en el desarrollo de habilidades emocionales.
Palabras clave: inteligencia emocional, redes sociales, adolescentes, reparación
emocional, empatía.
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1. Introduction
The evolution of technology has made social media an almost
indispensable necessity for human interaction, transforming
communication and identity construction in adolescents (1). Platforms
such as Instagram, TikTok, and Snapchat transcend entertainment and
shape a new reality of social connection and personal expression (2).
However, their inuence on the development of emotional intelligence
(EI) raises questions about their benets and risks, which require in-
depth analysis.
It is a reality that nowadays, social networks have become almost
indispensable tools for human interaction, and therefore they signicantly
inuence adolescents’ experiences in their daily lives and development
(2). Social networks satisfy the high demand for entertainment at this
stage (3). In addition, they facilitate the creation of support networks and
the exploration of personal interests, contributing to the development of
an identity with a strong digital component (4).
However, the use of these platforms presents signicant challenges
in the eld of adolescent EI, generally related to factors such as acceptance
and comparison in the social context, which results in the emergence
of conicts in virtual environments (5). Although these experiences can
be enriching in certain aspects, a high level of emotional competence is
required to manage them properly.
In the digital age, social media is now an essential part of adolescents’
interpersonal relationships, enabling them to communicate, connect, and
build their identity. According to recent data, 95% of young people between
the ages of 13 and 17 have access to a smartphone, and almost half (45%)
admit to being constantly online on different social media platforms (6).
Among the most popular platforms are Instagram, TikTok, Snapchat, and
YouTube, each with unique features that capture the attention of this age
group.
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Instagram is a popular platform among teenagers, with 72% of users
in this age group (6). Its focus on visual content, such as photos and videos,
allows young people to express themselves openly, albeit within the
network’s own dened parameters, in order to connect with their friends
and the world. However, this platform is often criticized for promoting
social comparison and the search for validation, which can negatively
affect the self-esteem and emotional well-being of young people who are
in a stage of developing their personality and character (5).
TikTok, a network that emerged as an audiovisual alternative
for short messages, has experienced very accelerated growth in recent
years. According to a Data Reportal report from 2023, 67% of adolescents
between 13- and 17-years old use TikTok, and many spend more than an
hour a day on the platform (7). Its algorithm that personalizes tastes and
trends makes it a highly addictive network, which has led several groups
and organizations related to the education and behavior of adolescents,
as well as parents, to have concerns about its impact on concentration and
excessive use of electronic devices (7).
Snapchat also has a signicant presence among teenagers, with 59%
of users in this group (6). Its main feature, ephemeral messages, appeal
to young people because of the privacy it offers and the opportunity to
share everyday moments without the pressure to remain online. This
same feature is linked to risky behaviors, such as sending inappropriate
content (8).
And although there are currently countless alternatives to this type
of social media, YouTube remains the most established platform, with
85% of adolescents using it regularly (6). Unlike others, this network offers
a range of possibilities that encompass multiple topics and purposes that
go beyond mere entertainment. However, excessive consumption of its
content leads to problems of procrastination and difculties in managing
time effectively (9). In this sense, both the benets and the problems
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derived from the use of social media, in one way or another, are intrinsically
related to the current reality of adolescent emotional intelligence.
Emotional intelligence (EI), dened as the ability to recognize,
understand, and manage one’s own and others’ emotions, including
emotional repair, is key to adaptation during adolescence (10). This period,
marked by biological, psychological, and social changes, demands skills
to regulate emotions in the face of challenges such as forming complex
relationships and constructing identity (11). Specically, EI facilitates
conict resolution, strengthening emotional bonds, appropriate
management of stressful situations, and inuences informed decision-
making (12).
EI has become a key element during adolescence, as it directly
inuences young people’s psychological well-being, interpersonal
relationships, and social adaptation (10). During adolescence, this ability
becomes very important due to the profound biological, cognitive,
and social changes that young people experience (11). However, the
development of EI does not occur in isolation; it is conditioned by risk and
protective factors that can promote or limit its growth.
One of the risk factors that most affects the development of EI in
today’s adolescents is the excessive use of social networks (9). A study
carried out in Spain in 2022 revealed that adolescents who dedicate time
daily to these communities tend to experience high levels of anxiety
and have fewer skills in regulating their emotions. It also shows that for
adolescent women, having EI is a vulnerability factor in this regard (13).
It should be noted that problems such as cyberbullying and online social
comparison can aggravate these conditions, which in turn hinders the
development of emotional skills, such as empathy and self- healing (5).
On the other hand, there are protective factors that promote the
development of EI in adolescents. One of the most important is family
support. Studies have shown that young people who grow up in affectionate
and communicative family environments tend to develop better emotional
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skills, such as the ability to express their feelings and resolve conicts
assertively (12). In this sense, goal-setting through appropriate strategies
focused on developing EI has also been identied as highly effective. A
study conducted in Mexico, for example, showed that adolescents who
used strategies to develop emotional intelligence signicantly improved
their ability to set goals and build a life plan (14).
If the appropriate use of social media is also considered, it can be
noted that these have become deeply integrated into the lives of adolescents
and inuence or can positively inuence their emotional, social and
psychological development. In this context, emotional intelligence (EI),
conceived as the ability to effectively perceive and understand emotions,
plays a transcendental role in the interaction of young people in these
digital spaces (10). Recent research indicates that adolescents with higher
levels of EI tend to make healthier and more adaptive use of social media,
while those with emotional difculties tend to be more vulnerable to the
risks associated with these platforms (14).
A 2021 study in Peru found that young people with stronger emotional
skills experienced fewer instances of cyberbullying victimization on social
media and demonstrated a greater ability to support their peers in conict
situations (15). This suggests that EI may act as a protective barrier against
the risks of cyberbullying in the digital world.
However, excessive social media use can negatively affect the
development of EI. Several studies have indicated that spending too much
time on these platforms can generate emotional dependence, reduce self-
esteem, and make it difcult to repair negative emotions (16). A study
conducted in Mexico found that adolescents who spend more than three
hours a day on social media have high anxiety levels and are less skilled at
identifying and expressing their emotions (17). This problem is intensied
in environments where social comparison is frequent, since adolescents
generally tend to feel frustrated when comparing their lives with the
idealized images they see online (5).
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Despite these difculties and evidence of problems, social media can
also be a positive tool for the development of EI when used consciously and
in a balanced way. Platforms that promote emotional expression and social
support, such as interest groups or online communities, can help young
people strengthen skills such as empathy and assertive communication
(18). Furthermore, educational programs that combine responsible use of
social media with the development of EI have shown encouraging results.
In Argentina, a suggestive strategy, proposed in the Digital Education
Competencies document, focuses on working on these competencies, but
considering the youth cultures that are created in these exchange spaces,
which translates into a supportive approach by state education for the
benet of students (19).
The available background highlights both the negative and positive
aspects of social media. Research such as that of Best , Manktelow and
Taylor (20) highlights that these platforms can foster social connection,
emotional support and the development of personal identity. Other
studies, such as those by Primack et al. (9), warn about the associated
risks, including exposure to cyberbullying, negative social comparison
and digital addiction. Although little research has delved into how these
experiences specically impact emotional intelligence skills, such as
emotion management, empathy and emotional repair, the analysis of
the positive aspects, considering that the use of these media is currently
widespread and everyday, is a perspective that contributes greatly to this
eld of adolescent behavior and their own emotional well-being.
The purpose of this article is to examine the connection between
social media and emotional intelligence, identify which dimensions of
EI are most impacted, and determine how different usage patterns affect
these dimensions.
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2. Materials and Methods
A secondary data analysis was conducted on the educational records
of 188 adolescents, aged between 12 and 18 years (Mean=15.2, SD=1.8),
regular students at a public secondary school in Quito, Ecuador. Of the
total, 105 (55.9%) were women and 83 (44.1%) were men. The inclusion
criteria for selecting the records were: being students enrolled in the 2024-
2025 period, and containing complete records of the TMMS-24 and SMDS
instruments, as well as age and gender data, previously collected by the
institution. The nal selection of the 188 records that met these criteria
was based on the availability of complete data within the institutional
archive authorized for consultation.
Measuring Instruments
Data were analyzed from the following instruments, the results of
which were recorded in the educational records consulted:
Trait Meta- Mood Scale-24 (TMMS-24): Scores were extracted from
the Spanish version adapted by Fernández-Berrocal et al. (21). This
instrument assesses perceived emotional intelligence through 24 items
with a 5-point Likert-type response format (1 = I do not agree at all, 5 =
I completely agree). It measures three key components of EI: Emotional
Attention (awareness of one’s own emotions), Emotional Clarity
(understanding of emotions), and Emotional Repair (ability to regulate
emotions). The records consulted indicated an internal consistency
(Cronbach’s alpha) of 0.86 for the original sample on which the instrument
was applied.
Social Media Disorder Scale (SMDS): Data were extracted from this
scale developed by van den Eijnden et al. (22). It consists of 9 items that
assess symptoms of problematic social media use based on the DSM-
5 diagnostic criteria for addictive disorders, with a 5-point Likert-type
response format (1=Never, 5=Always). A higher score indicates a higher
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level of problematic use. The records consulted indicated a Cronbach’s
alpha of 0.79 for the original sample.
Procedures
The procedure followed for this documentary research was:
• Institutional Authorization: Formal authorization was requested
and obtained from the educational institution’s authorities to
access, for strictly investigative purposes, the students’ academic
records containing the required information, under a commitment
of condentiality.
• File Identication and Selection: Institutional les corresponding
to the period of interest were reviewed and those les that met
the inclusion criteria (availability of complete data on TMMS-24,
SMDS, age and gender) were selected.
• Extraction and Anonymization: The variables of interest were
systematically extracted from the 188 selected les. The information
was recorded in a digital database. To ensure condentiality and
anonymity, a unique numerical code was assigned to each case,
separating the data from any personal identiers of the student.
• Statistical Analysis: The anonymized database was processed and
analyzed using SPSS version 26 statistical software. Descriptive
analyses (frequencies, means, standard deviations) and inferential
analyses (Student t tests for independent samples, Pearson
correlation) were performed to address the study objectives. A
signicance level of p < 0.05 was established.
Data Analysis
The data were analyzed using the SPSS statistical package version
27. The following procedures were performed:
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• Descriptive statistics (means, standard deviations).
• Pearson correlations.
• T-tests for gender differences.
• Identication of behavioral and well-being indicators.
Through a detailed analysis including correlations and comparative
tests, an exploratory multiple regression was performed to evaluate
the effect of time on social networks and gender on emotional repair,
controlling for age as a covariate (23). These methods are appropriate for
studies seeking to establish associations between psychosocial variables.
Assumptions of normality (Kolmogorov-Smirnov) and homogeneity of
variances (Levene) were veried.
Ethical Considerations
This research adhered to the ethical principles for scientic
research. Formal authorization was obtained from the participating
educational institution through an ofcial document issued by the
school’s administration in Quito, Ecuador, in February 2025. This
authorization allowed the consultation and anonymized use of secondary
data contained in academic records for purposes exclusively related to the
research. This authorization was granted after conrming the review of
the research protocol by the institutional authorities, thereby complying
with the applicable ethical regulations. These actions guaranteed the
condentiality and anonymity of the data throughout the data extraction
and analysis process through numerical coding of the cases and the
elimination of personal identiers. Since the study was based exclusively
on the analysis of pre-existing anonymized secondary data, and had
institutional authorization for such analysis, no direct informed consent
process was conducted with the participants or their legal representatives
for this specic phase of documentary research. The principles of the
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Declaration of Helsinki and local regulations applicable to the handling
of sensitive educational information were respected.
3. Results
3.1. Sociodemographic Characteristics of the Sample
Table 1
Sociodemographic Characteristics of the Sample (N = 188)
Characteristics Age Range Frequency (n) Percentage (%)
Age
12 or less 10 5.3%
13-15 years old 85 45.2%
16-17 years old 70 37.2%
18 or older 23 12.2%
Gender
Women 89 47.3%
Man 98 52.1%
LGBTI 1 0.5%
Academic
Degree
8th grade 25 13.3%
9th grade 30 16.0%
10th grade 40 21.3%
1st year of high
school 45 23.9%
2nd year of high
school 35 18.6%
3rd year of high
school 13 6.9%
School Schedule Tomorrow 188 100.0%
Late 0 0.0%
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The sample included 188 adolescents, with a gender distribution of
47.3% female, 52.1% male, and 0.5% LGBTI. The majority of participants
(82.4%) were between 13 and 17 years old, with the 13-15 age group being
the largest (45.2%). Regarding academic level, rst-year high school
students represented the largest percentage (23.9%), followed by tenth-
year elementary school students (21.3%). All participants attended classes
in the morning.
Table 2
Descriptive Statistics on Social Media Use
Variable Average OF Range
Daily time (hours)* 2.48 1.23 0-4+
Problematic use (1-5) 2.12 0.89 1-5
Frequency** 4.18 0.97 1-5
*Note: 1 = <1 hour, 2 = 1-2 hours, 3 = 3-4 hours, 4 = >4 hours.
**Note: 1 = Almost never, 5 = Several times a day.
The average daily time spent on social media was 2.48 hours (SD
= 1.23), [...] while the frequency of use was high (Mean = 4.18, SD = 0.97),
close to the value 5 (‘several times a day’) on the Likert scale, suggesting
that adolescents frequently access these platforms.
Table 3
Descriptive Statistics of Emotional Intelligence
Dimension Average OF Range
Emotional recognition 3.42 0.71 1-5
Emotional repair 3.38 0.82 1-5
Empathy* 3.56 0.76 1-5
Relationship Management 3.45 0.79 1-5
*Note: Empathy derived from selected items (e.g. 12, 13).
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Regarding the dimensions of emotional intelligence, adolescents
showed moderate levels in emotional recognition (Mean = 3.42, SD = 0.71),
emotional repair (Mean = 3.38, SD = 0.82), empathy (Mean = 3.56, SD =
0.76), and relationship management (Mean = 3.45, SD = 0.79). Empathy
stood out as the highest-scoring dimension, indicating a well-developed
capacity to understand and share the emotions of others in this sample.
Table 4
Pearson Correlations between Daily Time on Social Media and EI
Dimensions
Dimension R p
Emotional recognition -0.18 0.014
Emotional repair -0.41 <0.001
Empathy -0.12 0.099
Relationship Management -0.22 0.002
Pearson correlation analysis identied signicant negative
associations between daily time spent on social media and emotional
intelligence dimensions, highlighting a strong inverse relationship
with emotional repair (r = -0.41, p < 0.001) and a moderate inverse
relationship with relationship management (r = -0.22, p = 0.002). This
suggests that greater social media use could compromise these emotional
competencies. These ndings suggest that greater time spent on social
media is associated with reduced emotional repair and interpersonal
relationship management, according to the analyzed data. Although the
correlation with empathy was relatively low (r = -0.12, p = 0.099), emotional
recognition showed a weak but signicant negative association (r = -0.18,
p = 0.014).
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Table 5
Comparative Analysis of Emotional Repair by Daily Time and Empathy by
Gender
Variable Cluster n Average OF F/t p d/η²
Emotional repair (ANOVA)
<1 hour 10 3.72 0.68 6.84 <0.001 0.10
1-2
hours 37 3.51 0.79 - - -
3-4
hours 76 3.29 0.84 - - -
>4
hours 65 3.14 0.87 - - -
Empathy (t-test)
Women 89 3.68 0.73 2.67 0.008 0.39
Men 98 3.45 0.77 - - -
Notes. ANOVA: F(3,184) = 6.84, p < 0.001, η² = 0.10. Tukey post-hoc: <1 hour
vs. >4 hours, p < 0.01. t-test: t(186) = 2.67, p = 0.008, d = 0.39. t-test: t(186)
= 2.67, p = 0.008, d = 0.39. One LGBTI participant was excluded from the
analysis due to minimal representativeness.
Analysis of variance (ANOVA) conrmed signicant differences in
emotional repair based on daily time spent on social media (F(3,184) =
6.84, p < 0.001, η² = 0.10). Adolescents with more than 4 hours per day (M
= 3.14, SD = 0.87) showed less emotional repair than those with less than 1
hour (M = 3.72, SD = 0.68; p < 0.01, Tukey), demonstrating a negative impact
of prolonged use. Likewise, the t-test indicated greater empathy in women
(M = 3.68, SD = 0.73) compared to men (M = 3.45, SD = 0.77; t(186) = 2.67, p =
0.008, d = 0.39), suggesting a female advantage in this dimension. Multiple
regression (R² = 0.23, F(4,183) = 13.65, p < 0.001) revealed that time (β =
-0.36, p < 0.001), problematic use (β = -0.22, p < 0.001), gender (β = 0.14,
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p = 0.021) and the time x gender interaction (β = 0.09, p = 0.026) predict
emotional repair, highlighting their interdependence.
4. Discussion
This study offers a much-needed in-depth look at how social media
use interrelates with emotional intelligence (EI) in adolescence, given that
it constitutes a crucial stage for personal development. The results reveal
the challenges young people face in a digital world and, after analyzing
them, allow us to reect on the opportunities these tools can offer for
their emotional development, leading to a balanced life in today’s reality
of social interaction.
Sociodemographic data show that the sample included 47.3%
women, 52.1% men, and 0.5% LGBTI, with 82.4% of participants between
13 and 17 years old. Previous studies, such as García-Jiménez et al. (2),
indicate that this age range presents high activity in digital environments
(mean daily use: 2.5 hours), which coincides with our mean of 2.48 hours
(SD = 1.23). Martínez-Olmo et al. (3) reported similar gender proportions
(48% women, 52% men), suggesting uniformity in usage patterns in urban
contexts. Espinoza-Garay et al. (5) found that 60% of adolescents perceive
social pressure on social networks, which could explain the low levels of
emotional repair in the 34.6% of participants with more than 4 hours per
day, although this study did not measure vulnerability directly.
The average daily duration of 2.48 hours on social media and an
average frequency of use of 4.18 (scale 1-5) demonstrate a relatively high
incorporation of these into adolescents’ routines. This pattern aligns
with previous research that has conrmed the omnipresence of social
media. Specically, Martínez-Ferrer et al. (24) observed an average of 2.5
hours per day among adolescents in Spain, which is associated with an
impact on psychosocial adjustment. In Mexico, Pérez-Fuentes et al. (17)
determined that adolescents who exceed 3 hours per day present higher
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levels of anxiety, a limit exceeded by 34.6% of our sample, with more than
4 hours. Furthermore, Arrivillaga et al. (13) identied that problematic
use (M = 2.12 in our study) is associated with emotional dependence, with
a higher incidence in women, which corresponds to the notable presence
of dependent behaviors in our sample.
In an international context, Best et al. (20) highlighted that time
spent on social media fosters positive social connections, but only when
kept within moderate ranges of 1 to 2 hours, a level reached by 19.7% of
the participants in this study. These results indicate that, although social
media use is a common practice in adolescence, its duration and degree of
problematicity differ, generating challenges for emotional health that our
study addresses in detail.
The mean values of the EI subdimensions, with 3.42 in emotional
recognition, 3.38 in emotional repair, 3.56 in empathy and 3.45 in
relationship management, reect a range of competencies that oscillates
between intermediate and high, consistent with previous studies. In Spain,
Extremera and Fernández-Berrocal (25) documented similar mean values,
between 3.5 and 3.8, in adolescents, which suggests that emotional skills
such as empathy tend to be more consolidated at this stage. In Mexico,
Silva Gutiérrez et al. (14) observed that emotional recognition (M = 3.4)
is related to the ability to dene objectives, a characteristic that could
be affected by the digital environment in the participants of this study.
Meanwhile, Beyens et al. (26) found that emotional repair (M = 3.3) is
more compromised in environments with high technological interaction,
which is consistent with the data obtained in this study. Extremera and
Fernández-Berrocal (25) conrmed that empathy (M = 3.6) is higher
among adolescents who have social support networks, an element that
could counteract the negative effects of prolonged use of social networks
on the participants of this research. These studies indicate that, although
EI skills meet international standards, the digital context seems to
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inuence their development, with a notable impact on emotional repair,
as discussed below.
The inverse relationship between time spent on social media and
emotional repair, with a coefcient of r = -0.41 (p < 0.001), is one of the
key results of this study, supported by an ANOVA analysis that shows a
notable reduction in emotional repair in cases of more than 4 hours per
day (F = 6.84, p < 0.001). This result is reected in previous research. In
Spain, Martínez-Ferrer et al. (24) documented an inverse relationship (r
= -0.38) between prolonged use of social media and the ability to regulate
emotions, explaining it by the incidence of cyberbullying and social
comparison. In Peru, Contreras (15) determined that adolescents with
low emotional repair are more susceptible to cyberbullying, a risk that
intensies with sustained exposure to digital platforms, in 34.6% of the
sample that exceeds 4 hours. Pérez-Fuentes et al. (17) in Mexico also found
that more than 3 hours per day are associated with anxiety and a decrease
in self-repair (r = -0.45), a pattern that corroborates the data of this study.
At the international level, Beyens et al. (26) observed that intensive use of
social networks limits the ability to manage negative emotions (r = -0.32),
indicating that excessive exposure to digital stimuli affects adaptive
emotional processes. These studies agree in highlighting that prolonged
consumption of social networks tends to deteriorate emotional repair, a
critical aspect in adolescence.
In contrast, higher levels of empathy in women, with a mean of 3.68
versus 3.45 in men (t = 2.67, p = 0.008), evidence well-documented gender
differences. Palomera et al. (12) noted that adolescent women exhibit
more pronounced emotional sensitivity (M = 3.7), possibly due to more
expressive attachment styles. In Spain, Arrivillaga et al. (13) conrmed that
women regularly use social media to consolidate emotional bonds, which
could enhance their empathy (M = 3.8). In Mexico, Espinoza-Garay et al.
(5) observed that adolescent women face greater social pressure online,
but also develop empathic skills to navigate these dynamics (M = 3.6).
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Inteligencia Emocional y Uso de Redes Sociales en Adolescentes 412 - 418
za en habilidades interpersonales, aunque también mayor vulnerabilidad a
presiones digitales.
5. Conclusiones
Este estudio revela que el 34.6% de los adolescentes que exceden las 4 horas
diarias en redes sociales muestran menor reparación emocional (M = 3.14, DE
= 0.87) frente al 5.3% que usan menos de 1 hora (M = 3.72, DE = 0.68), con una
correlación negativa signicativa (r = -0.41, p < 0.001). Además, las mujeres
(47.3%) exhiben mayor empatía (M = 3.68, DE = 0.73) que los hombres (52.1%,
M = 3.45, DE = 0.77; p = 0.008). Estos hallazgos sugieren que una IE desarrolla-
da fomenta un uso más equilibrado de redes sociales, mientras que, la expo-
sición prolongada incrementa riesgos emocionales, destacando la necesidad
de hábitos digitales regulados.
Por otro lado, el análisis pone en evidencia que el 45.2% de los partici-
pantes (13-15 años) reportan un tiempo promedio de 2.48 horas diarias (DE
= 1.23), y el 82.4% (13-17 años) muestra alta frecuencia de uso (M = 4.18, DE =
0.97), lo que subraya cómo el acceso constante a plataformas digitales inter-
ere en el manejo de emociones y relaciones. Implementar programas esco-
lares que limiten el uso a menos de 2 horas diarias y fortalezcan la reparación
emocional podría mitigar estos efectos y favorecer el bienestar psicológico.
Así, promover estrategias que limiten el tiempo en redes y refuercen la inte-
ligencia emocional puede resultar fundamental para proteger el bienestar de
los jóvenes en contextos cada vez más digitales.
6. Contribución de los autores
JAGB: Introducción, metodología, resultados
ASSB: Resultados y Discusión
Finally, Frison and Eggermont (27) in Belgium found that women report
greater perceived social support on social networks (M = 3.7), which could
explain their empathy advantage. These ndings suggest that gender
modulates the interaction between social media and EI, with women
showing strength in interpersonal skills, but also greater vulnerability to
digital pressures.
5. Conclusions
This study reveals that 34.6% of adolescents who spend more than
4 hours a day on social media show lower emotional repair (M = 3.14, SD
= 0.87) compared to 5.3% who spend less than 1 hour (M = 3.72, SD = 0.68),
with a signicant negative correlation (r = -0.41, p < 0.001). Furthermore,
females (47.3%) exhibit greater empathy (M = 3.68, SD = 0.73) than
males (52.1%, M = 3.45, SD = 0.77; p = 0.008). These ndings suggest that
a developed EI encourages a more balanced use of social media, while
prolonged exposure increases emotional risks, highlighting the need for
regulated digital habits.
On the other hand, the analysis shows that 45.2% of participants (13-
15 years old) report an average time of 2.48 hours per day (SD = 1.23), and
82.4% (13-17 years old) show high frequency of use (M = 4.18, SD = 0.97),
which underlines how constant access to digital platforms interferes with
the management of emotions and relationships. Implementing school
programs that limit use to less than 2 hours per day and strengthen
emotional repair could mitigate these effects and promote psychological
well-being. Thus, promoting strategies that limit time on networks and
reinforce emotional intelligence can be essential to protect the well-being
of young people in increasingly digital contexts .
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6. Contribution of the authors
Juan Andrés Granda Brito, Alejandra Salomé Sarmiento Benavides.
7. Acknowledgments
First and foremost, I thank God, the source of my life and strength,
for giving me the greatest gift: my family. To my parents, thank you for
being my refuge, my guide, and my unconditional support at every stage
of this journey. You have been my pillar, my example, and my greatest
inspiration. To my dear sisters, thank you for your sincere love, for always
being there, and for believing in me even when I doubted. This article is
dedicated to you with all my love. May this work be a small contribution so
that as a society we reect and move toward a more conscious, responsible,
and humane use of social media.
8. Ethics committee approval and consent to
participate in the study
Interventional studies involving animals and humans, and other
research requiring ethics committee approval, must state the authority/
institution that approved the study and provided the code of ethics.
Attached is a certicate from the “Franz Schubert” Educational Unit
authorizing the review of data analysis.
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Copyright (c) 2025 . Juan Andrés Granda Brito, Alejandra Salomé
Sarmiento Benavides
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