Social Overview of Smartphone Use by Teenagers
Abstract
:1. Introduction
2. Justification and Purpose of the Study
- −
- RQ1: What are the benefits attributed by digital newspapers to teenagers that use smartphones?
- −
- RQ2: What are the drawbacks that digital newspapers spread about smartphone use by teenagers?
- −
- RQ3: What is the temporal distribution of newspaper news items on smartphone use by teenagers?
3. Materials and Methods
3.1. Procedure and Sampling
- Spanish context;
- Availability in the Digital Newspaper Library of the National Library of Spain (Ministry of Culture and Sports);
- Higher visibility index in Sistrix;
- Best score in Comscore data from 2018 to 2021;
- Media popularity among citizenry;
- Inclusion of media with diverse ideologies, to allow for greater plurality.
3.2. Data Analysis
4. Results
4.1. Benefits Attributed to Smartphone Use in News (RQ1)
The use of mobile devices motivates and keeps students focused, so that content is assimilated more quickly (…), helps them to become more decisive and self-reliant, learn to work as a team, develop more critical thinking, increase motivation and it also makes teaching more flexible, since the support materials provided can be adapted to the needs of every student (20minutos, 17 August 2021; news item no. 878) (accessed on 23 October 2021).
Experts recommend not to associate tablets and mobile phones with leisure, or books and notebooks with study, because in the 21st century, gamification has arrived to not only improve and make teaching more efficient to benefit students, but also to boost their development and, in short, their experience and progress at school (europapress, 08 September 2021; news item no. 1128) (accessed on 23 October 2021).
4.2. Drawbacks Regarding Smartphones (RQ2)
(…) of the teenagers spent more than five hours a day using those devices. The chances that these kids would drink sugary drinks, not do physical activity, or not get enough hours of sleep could be up to twice as much as their peers who used such technologies for less time. There is yet another key element: Stress. It has been proven that an intense use of mobile phones increases levels of cortisol, the so-called stress hormone, that makes us react in fight or flee situations (elDiario.es, 15 September 2019; news no 1007) (accessed on 23 March 2021).
The emergence of mobile phones among the youngest has created new phobias related to dependence on the device. Among these new forms of addiction, there is one very subtle one that undermines our daily lives and becomes an integral part of all our actions. It is called nomophobia. (…) or phobia that arises when unable to access a working mobile phone. (…), state of distress that pervades the individual upon the idea of losing his/her smartphone, running out of battery, continuously checking the phone to check for notifications, keeping it on 24 h a day, taking it to bed, using it at the table or at work (salamanca24h.com, 29 September 2019; news item no. 1026) (accessed on 12 November 2021).
In particular, 18.3% of boys, compared to 2.2% of girls, play on-line games as a form of leisure and social relationships. The ones already addicted (1.22%) are aware that they must stop playing, but acknowledge that they need to bet more and more to achieve the desired effects, which causes them financial losses. They also admit that they sometimes have lied about their involvement in games and that they obtain financing from others, which is the only way to pay off their debts. In this sense, they warn that in the case of on-line betting by teenagers, the conversion from social player to a player with problems happens “quite fast” and “severely affects all teenager phases since there are no protection measures in place” and because gambling is “easily available and accessible” (HERALDO, 11 June 2020; news item no. 658) (accessed on 24 November 2021).
4.3. Temporal Distribution of News (RQ3)
5. Discussion
6. Conclusions
7. Study Limitations and Future Prospects
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Disclaimer
References
- Miralles Martínez, P.; Gómez Carrasco, C.J.; Monteagudo Fernández, J. Perceptions on the use of ICT resources and mass-media for the teaching of History. A comparative study among future teachers of Spain-England. Educ. XX1 2019, 22, 187–211. [Google Scholar]
- Dean, J. How smartphones have changed the job for better and for worse the experiences of reporters. J. Pract. 2019, 13, 1222–1237. [Google Scholar] [CrossRef]
- Edo, C.; Yunquera, J.; Bastos, H. Content syndication in news aggregators. Towards devaluation of professional journalistic criterio. Comunicar 2019, 27, 29–38. [Google Scholar] [CrossRef]
- Meng, H.; Cao, H.; Hao, R.; Zhou, N.; Liang, Y.; Wu, L.; Jiang, L.; Ma, R.; Li, B.; Deng, L.; et al. Smartphone use motivation and problematic smartphone use in a national representative sample of Chinese adolescents: The mediating roles of smartphone use time for various activities. J. Behav. Addict. 2020, 9, 163–174. [Google Scholar] [CrossRef] [Green Version]
- Parent, N.; Dadgar, K.; Xiao, B.; Hesse, C.; Shapka, J.D. Social disconnection during COVID-19: The role of attachment, fear of missing out, and smartphone use. J. Res. Adolesc. 2021, 31, 748–763. [Google Scholar] [CrossRef]
- Toh, S.H.; Coenen, P.; Howie, E.K.; Smith, A.J.; Mukherjee, S.; Mackey, D.A.; Straker, L.M. A prospective longitudinal study of mobile touch screen device use and musculoskeletal symptoms and visual health in adolescents. Appl. Ergon. 2020, 85, 103028. [Google Scholar] [CrossRef]
- Ching, C.C.; Hagood, D. Activity Monitor Gaming and the Next Generation Science Standards: Students Engaging with Data, Measurement Limitations, and Personal Relevance. J. Sci. Educ. Technol. 2019, 28, 589–601. [Google Scholar] [CrossRef]
- Duso, L.M.; Cerutti, E. Docencia y cultura digital: La formación del ciberprofesor. Tend. Pedagógicas 2017, 30, 207–226. [Google Scholar]
- Deprez, A.; Van Leuven, S. About Pseudo Quarrels and Trustworthiness. J. Stud. 2017, 19, 1257–1274. [Google Scholar] [CrossRef]
- Amoedo, A.; Vara-Miguel, A.; Negredo, S.; Moreno, E.; Kaufmann, J. Digital News Report España 2021. Serv. Publ. Univ. Navar. 2021. [Google Scholar] [CrossRef]
- National Observatory of Telecommunications and the Information Society. The Networked Society. Digital Transformation in Spain. Annual Report 2019; ONTSI: Madrid, Spain, 2020. [Google Scholar]
- Pedrero-Esteban, L.M.; Barrios-Rubio, A.; Medina-Ávila, V. Teenagers, smartphones and digital audio consumption in the age of Spotify. Comunicar 2019, 60, 103–112. [Google Scholar] [CrossRef]
- AIMC (Ed.) General Framework of the Media in Spain; EGM: Madrid, Spain, 2022; pp. 1–78. [Google Scholar]
- National Institute of Statistics. Survey on Equipment and Use of Information and Communication Technologies in Households; National Institute of Statistics: Madrid, Spain, 2018.
- National Observatory of Telecommunications and the Information Society. The Use of Technology by Minors in Spain; ONTSI: Madrid, Spain, 2022. [Google Scholar]
- Lawes, M.; Hetschko, C.; Sakshaug, J.W.; Grießemer, S. Contact modes and participation in app-based smartphone surveys: Evidence from a large-scale experiment. Soc. Sci. Comput. Rev. 2021, 22, 355–362. [Google Scholar] [CrossRef]
- Lee, S. Her Story or their own stories? Digital game-based learning, student creativity, and creative writing. ReCALL 2019, 31, 238–254. [Google Scholar] [CrossRef] [Green Version]
- Park, J.H.; Park, M. Smartphone use patterns and problematic smartphone use among preschool children. PLoS ONE 2021, 16, e0244276. [Google Scholar] [CrossRef] [PubMed]
- Collie, R.J. The development of social and emotional competence at school: An integrated model. Int. J. Behav. Dev. 2020, 44, 76–87. [Google Scholar] [CrossRef]
- Gong, J.; Huang, Y.; Chow, P.I.; Fua, K.; Gerber, M.S.; Teachman, B.A.; Barnes, L.E. Understanding behavioral dynamics of social anxiety among college students through smartphone sensors. Inf. Fusion 2019, 49, 57–68. [Google Scholar] [CrossRef]
- Powell, D. Critical ethnography in schools: Reflections on power, positionality, and privilege. Int. J. Qual. Stud. Educ. 2021, 35, 18–31. [Google Scholar] [CrossRef]
- Page, M.J.; McKenzie, J.; Bossuyt, P.; Boutron, I.; Hoffmann, T.; Mulrow, C.D.; Moher, D. The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ 2021, 372, 1–11. [Google Scholar]
- Charmaz, K. Constructing Grounded Theory: A Practical Guide through Qualitative Analysis; Sage Publications: London, UK, 2006. [Google Scholar]
- Kuss, D.J.; Harkin, L.; Kanjo, E.; Billieux, J. Problematic Smartphone Use: Investigating Contemporary Experiences Using a Convergent Design. Int. J. Environ. Res. Public Health 2018, 15, 142. [Google Scholar] [CrossRef] [Green Version]
- Kim, H.J.; Hong, A.J.; Song, H.-D. The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments. Int. J. Educ. Technol. High. Educ. 2019, 16, 1–18. [Google Scholar] [CrossRef] [Green Version]
- González Martín, M.R.; Jover, G.; Torrego, A.A. Home, school, and city: Cultivating language in a digital world. Rev. Española Pedagog. 2021, 79, 145–159. [Google Scholar]
- Wasserman, J.A.; Rittenour, C.E. Who wants to play? Cueing perceived sex-based stereotypes of games. Comput. Hum. Behav. 2019, 91, 252–262. [Google Scholar] [CrossRef]
- Buttussi, F.; Chittaro, L. Effects of Different Types of Virtual Reality Display on Presence and Learning in a Safety Training Scenario. IEEE Trans. Vis. Comput. Graph. 2020, 24, 1063–1076. [Google Scholar] [CrossRef] [PubMed]
- Alexander, B.; Ashford-Rowe, K.; Barajas-Murphy, N.; Dobbin, G.; Knott, J.; McCormack, M.; Pomerantz, J.; Seilhamer, R.; Weber, N. Gaming and gamification: High hopes and campus realities. Educase 2019, 38–41. Available online: https://library.educause.edu/-/media/files/library/2019/4/2019horizonreport (accessed on 7 January 2022).
- Zainuddin, Z.; Chu, S.K.W.; Shujahat, M.; Perera, C.J. The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educ. Res. Rev. 2020, 30, 100326. [Google Scholar] [CrossRef]
- Liu, X.; Chu, S. Exploring the effects of gamification pedagogy on children’s reading: A mixed-method study on academic performance, reading-related mentality and behaviors, and sustainability. Br. J. Educ. Technol. 2021, 52, 160–178. [Google Scholar] [CrossRef]
- Guazzini, A.; Pesce, A.; Gino, F.; Duradoni, M. How the COVID-19 Pandemic changed adolescents’ use of technologies, sense of community, and loneliness: A retrospective perception analysis. Behav. Sci. 2022, 12, 228. [Google Scholar] [CrossRef]
- Fu, X.; Liu, J.; Liu, R.-D.; Ding, Y.; Wang, J.; Zhen, R.; Jin, F. Parental Monitoring and Adolescent Problematic Mobile Phone Use: The Mediating Role of Escape Motivation and the Moderating Role of Shyness. Int. J. Environ. Res. Public Health 2020, 17, 1487. [Google Scholar] [CrossRef] [Green Version]
- Bogner, J.; Hadley, W.; Franz, D.; Barker, D.H.; Houck, C.D. Sexting as a Predictor of First-Time Sexual Behavior among At-Risk Early Adolescents. J. Early Adolesc. 2022, 1–23. [Google Scholar] [CrossRef]
- Turzák, T.; Kurincová, V.; Hollá, K.; Zelená, H. Sexting and family environment of children and adolescents. J. Interdiscip. Res. 2020, 10, 326–330. [Google Scholar]
- Elhai, J.D.; Gallinari, E.F.; Rozgonjuk, D.; Yang, H.B. Depression, anxiety and fear of missing out as correlates of social, non-social and problematic smartphone use. Addict. Behav. 2020, 105, 106335. [Google Scholar] [CrossRef]
- Mori, C.; Choi, H.J.; Temple, J.R.; Madigan, S. Patterns of sexting and sexual behaviors in youth: A latent class analysis. J. Adolesc. 2021, 88, 97–106. [Google Scholar] [CrossRef] [PubMed]
- Rono, H.K.; Bastawrous, A.; Macleod, D.; Wanjala, E.; DiTanna, G.; Weiss, H.A.; Burton, M.J. Smartphone-based screening for visual impairment in Kenyan school children: A cluster randomised controlled trial. Lancet Glob. Health 2018, 6, 924–932. [Google Scholar] [CrossRef] [Green Version]
- Da Costa, R.; Vieira, W.; Imafuku, R.S.; Pereira, E.F.M. Uso do smartphone na investigação sobre propriedades de quadriláteros notáveis. UNIÓN-Rev. Iberoam. Educ. Matemática 2021, 17, 140–159. [Google Scholar]
- Kates, A.; Wu, H.; Coryn, C. The effects of mobile phone use on academic performance: A meta-analysis. Comput. Educ. 2018, 127, 107–112. [Google Scholar] [CrossRef]
- Ricoy, M.-C.; Martínez-Carrera, S. The informal use of the smartphone by adolescents in residential care: A challenge to promote the socio-educative intervention. Educ. XX1 2020, 23, 459–482. [Google Scholar]
- Ricoy, M.-C.; Martínez-Carrera, S. Digital newspapers’ perspectives about adolescents’ smartphone use. Sustainability 2021, 13, 5316. [Google Scholar] [CrossRef]
- Abbasi, G.A.; Jagaveeran, M.; Goh, Y.N.; Tariq, B. The impact of type of content use on smartphone addiction and academic performance: Physical activity as moderator. Technol. Soc. 2021, 64, 101521. [Google Scholar] [CrossRef]
- Greene-Colozzi, E.A.; Winters, G.M.; Blasko, B.; Jeglic, E.L. Experiences and perceptions of online sexual solicitation and grooming of minors: A retrospective report. J. Child Sex. Abuse 2020, 29, 836–854. [Google Scholar] [CrossRef]
- Joleby, M.; Lunde, C.; Landstrom, S.; Jonsson, L.S. Offender strategies for engaging children in online sexual activity. Child Abus. Negl. 2021, 120, 105214. [Google Scholar] [CrossRef]
- Hicks, M.R.; Kernsmith, P.; Smith-Darden, J. Does sexting predict sexual behaviors among adolescents? Gender and race effects. J. Adolesc. 2021, 93, 126–133. [Google Scholar] [CrossRef]
- Lunde, C.; Joleby, M. Being under pressure to sext: Adolescents’ experiences, reactions, and counter-strategies. J. Res. Adolesc. 2022, 1–14. [Google Scholar] [CrossRef] [PubMed]
Category Name (1st Nivel) | Definition |
---|---|
Benefits of smartphone use (RQ1) | They are identified from the news that refer to skills development, feelings/emotions promotion, tools and academic opportunities derived from the use of smartphones by adolescents [18]. |
Drawbacks related with smartphone use (RQ2) | They are determined from news that reflect negative, harmful or inconvenient circumstances/situations generated or triggered by the use of smartphones in adolescents: health, economic, psychosocial and academic problems [24]. |
Time distribution of the news about smartphone (RQ3) | It is associated with the temporal distribution of the news, in the respective months (gregorian calendar). |
Categorization (1st Level): Benefits | Σ | |
---|---|---|
2nd Level | 3rd Level | f (%) * |
Developed skills | Digital competence | 958 (56.22) |
Autonomy | 449 (26.34) | |
Self-control | 147 (8.62) | |
Critical thinking | 138 (8.09) | |
Tool availability | School app | 698 (40.96) |
Access to information | 411 (24.11) | |
Leisure app | 398 (23.35) | |
Developed feelings/emotions | Motivation | 413 (24.23) |
Confidence | 216 (12.67) | |
Joy | 120 (7.04) | |
Academic opportunities | Gamification | 309 (18.13) |
Mobile Learning | 267 (15.66) | |
Information recording | 218 (12.79) | |
Communication | 186 (10.91) | |
Systematization | 154 (9.03) | |
Flipped Classroom | 103 (6.04) | |
Total: 1704 |
Categorization (1st Level): Drawbacks | Σ | |
---|---|---|
2nd Level | 3rd Level | f (%) * |
Health | Addiction/dependency | 386 (22.65) |
Stress | 216 (12.67) | |
Insomnia | 114 (6.69) | |
Obesity | 92 (5.39) | |
Postural problems | 89 (5.22) | |
Visual impairment | 76 (4.46) | |
Psychosocial | Sexting | 284 (16.66) |
Nomophobia | 252 (14.78) | |
Phubbing | 102 (5.98) | |
Academics | Low performance | 268 (15.72) |
Decreased motivation | 121 (7.10) | |
Increased time wasting | 93 (5.45) | |
Economics | Acquisition of other mobile devices | 98 (5.75) |
Online shopping | 59 (3.46) | |
Gambling consumption | 57 (3.34) | |
Total: 1704 |
Digital Newspaper | Period: From 1 January 2018 to 31 December 2021 | Σ | |||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
J | F | M | A | M | J | J | A | S | O | N | D | f (%) * | |
20minutos | 5 | 1 | 9 | 6 | 6 | 5 | 8 | 43 (2.52) | |||||
ABC | 4 | 4 | 8 | 16 | 8 | 6 | 16 | 36 | 28 | 20 | 16 | 39 | 201 (11.7) |
alerta digital | 2 | 2 (0.11) | |||||||||||
Diario16 | 3 | 4 | 7 (0.41) | ||||||||||
El Confidencial | 2 | 7 | 16 | 25 (1.46) | |||||||||
EL CORREO | 14 | 2 | 8 | 6 | 30 (1.76) | ||||||||
elDiario.es | 26 | 28 | 8 | 3 | 9 | 11 | 10 | 8 | 7 | 6 | 116 (6.80) | ||
EL ESPAÑOL | 5 | 6 | 11 (0.64) | ||||||||||
EL MUNDO | 5 | 8 | 6 | 17 | 14 | 50 (2.93) | |||||||
EL PAÍS | 8 | 7 | 11 | 12 | 6 | 5 | 6 | 11 | 6 | 8 | 12 | 92 (5.39) | |
elPeriódico | 5 | 4 | 9 (0.52) | ||||||||||
Elplural | 8 | 8 (0.46) | |||||||||||
europa press | 8 | 18 | 8 | 7 | 21 | 9 | 32 | 22 | 16 | 21 | 162 (9.50) | ||
infoLibre | 6 | 3 | 9 (0.52) | ||||||||||
LA GACETA | 23 | 21 | 23 | 5 | 72 (4.22) | ||||||||
LA VANGUARDIA | 28 | 32 | 17 | 17 | 41 | 39 | 7 | 181 (10.6) | |||||
Público | 11 | 27 | 38 (2.23) | ||||||||||
Última hora | 21 | 44 | 65 (3.81) | ||||||||||
Diario de Sevilla | 6 | 4 | 3 | 13 (0.76) | |||||||||
Aragón digital | 8 | 8 (0.46) | |||||||||||
HERALDO | 6 | 7 | 4 | 17 (0.99) | |||||||||
EL DIARIO MONTAÑES | 7 | 1 | 8 (0.46) | ||||||||||
Lanza | 1 | 2 | 3 (0.17) | ||||||||||
EL ADELANTADO | 8 | 14 | 7 | 2 | 2 | 33 (1.93) | |||||||
El Norte de Castilla | 1 | 2 | 4 | 1 | 8 (0.46) | ||||||||
LA GACETA DE SALAMANCA | 4 | 4 | 1 | 3 | 2 | 2 | 1 | 6 | 4 | 4 | 31 (1.81) | ||
La Nueva Crónica | 1 | 1 | 4 | 6 | 12 (0.70) | ||||||||
Leonoticias | 8 | 8 (0.46) | |||||||||||
salamanca24h.com | 2 | 1 | 1 | 2 | 2 | 11 | 19 (1.11) | ||||||
ara.cat | 2 | 3 | 5 (0.29) | ||||||||||
Diari DE TARRAGONA | 1 | 4 | 1 | 6 (0.35) | |||||||||
METROPOLI ABIERTA | 2 | 2 (0.11) | |||||||||||
getafe actualidad | 3 | 3 (0.17) | |||||||||||
INFORMACIÓN | 2 | 5 | 4 | 11 (0.64) | |||||||||
Levante | 7 | 4 | 11 (0.64) | ||||||||||
EL DIARIO VASCO | 1 | 1 (0.05) | |||||||||||
Gasteizhoy | 2 | 2 (0.11) | |||||||||||
Noticias de Gipúzkoa | 1 | 1 (0.05) | |||||||||||
HOY | 1 | 2 | 2 | 1 | 1 | 1 | 8 (0.46) | ||||||
ElCorreoGallego | 1 | 16 | 3 | 1 | 21 (1.23) | ||||||||
Faro de Vigo | 1 | 2 | 19 | 3 | 1 | 26 (1.52) | |||||||
La Región | 2 | 17 | 19 (1.11) | ||||||||||
La Voz de Galicia | 14 | 7 | 18 | 7 | 21 | 28 | 29 | 8 | 2 | 134 (7.86) | |||
La Opinión A CORUÑA | 8 | 8 (0.46) | |||||||||||
Diario de Mallorca | 2 | 2 (0.11) | |||||||||||
MENORCA.info | 4 | 3 | 2 | 5 | 14 (0.82) | ||||||||
LA PROVINCIA | 2 | 1 | 2 | 1 | 2 | 2 | 10 (0.58) | ||||||
EL DÍA.es | 5 | 2 | 7 (0.41) | ||||||||||
DIARIO DE NAVARRA | 2 | 2 (0.11) | |||||||||||
EL COMERCIO | 3 | 2 | 5 (0.29) | ||||||||||
La Voz De Asturias | 1 | 1 (0.05) | |||||||||||
La Opinión De MURCIA | 1 | 2 | 3 (0.17) | ||||||||||
LA VERDAD | 6 | 11 | 8 | 6 | 8 | 15 | 19 | 10 | 20 | 18 | 121 (7.10) | ||
News overall sum: | 92 | 136 | 105 | 99 | 109 | 49 | 110 | 160 | 340 | 174 | 156 | 174 | 1704 |
Subcategories (2nd Level) | Skills Development | Tool Availability | Development of Feelings/Emotions | Academic Opportunities | Σ | |
---|---|---|---|---|---|---|
f (%) * | ||||||
Number of news items per month (period: from 1 January 2018 to 31 December 2021) | January | 25 | 5 | 1 | 2 | 33 (1.93) |
February | 30 | 11 | 2 | 17 | 70 (4.10) | |
March | 58 | 35 | 16 | 3 | 112 (6.57) | |
April | 39 | 38 | 9 | 8 | 94 (5.51) | |
May | 78 | 19 | 6 | 2 | 105 (6.16) | |
June | 62 | 26 | 4 | 9 | 101 (5.92) | |
July | 80 | 14 | 9 | 3 | 106 (6.22) | |
August | 47 | 11 | 3 | 41 | 102 (5.98) | |
September | 197 | 164 | 93 | 81 | 535 (31.39) | |
October | 62 | 71 | 62 | 36 | 231 (13.55) | |
November | 94 | 112 | 86 | 29 | 321 (18.83) | |
December | 186 | 192 | 112 | 78 | 568 (33.33) | |
Total: | 958 | 698 | 413 | 309 |
Subcategories (2nd Level) | Health | Psychosocial | Academics | Economics | Σ | |
---|---|---|---|---|---|---|
f (%) * | ||||||
Number of news items per month (period: from 1 January 2018 to 31 December 2021) | January | 68 | 46 | 2 | 5 | 119 (6.98) |
February | 24 | 84 | 3 | 13 | 124 (7.27) | |
March | 90 | 68 | 21 | 3 | 179 (10.50) | |
April | 95 | 64 | 2 | 3 | 144 (8.45) | |
May | 45 | 37 | 4 | 24 | 113 (6.63) | |
June | 102 | 27 | 80 | 25 | 238 (13.96) | |
July | 87 | 48 | 80 | 63 | 278 (16.31) | |
August | 96 | 36 | 75 | 6 | 213 (12.5) | |
September | 123 | 96 | 67 | 38 | 324 (19.01) | |
October | 62 | 19 | 57 | 12 | 150 (8.80) | |
November | 47 | 42 | 46 | 9 | 144 (8.45) | |
December | 134 | 89 | 45 | 13 | 281 (16.49) | |
Total: | 973 | 638 | 482 | 214 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Ricoy, M.-C.; Martínez-Carrera, S.; Martínez-Carrera, I. Social Overview of Smartphone Use by Teenagers. Int. J. Environ. Res. Public Health 2022, 19, 15068. https://doi.org/10.3390/ijerph192215068
Ricoy M-C, Martínez-Carrera S, Martínez-Carrera I. Social Overview of Smartphone Use by Teenagers. International Journal of Environmental Research and Public Health. 2022; 19(22):15068. https://doi.org/10.3390/ijerph192215068
Chicago/Turabian StyleRicoy, María-Carmen, Sara Martínez-Carrera, and Isabel Martínez-Carrera. 2022. "Social Overview of Smartphone Use by Teenagers" International Journal of Environmental Research and Public Health 19, no. 22: 15068. https://doi.org/10.3390/ijerph192215068
APA StyleRicoy, M. -C., Martínez-Carrera, S., & Martínez-Carrera, I. (2022). Social Overview of Smartphone Use by Teenagers. International Journal of Environmental Research and Public Health, 19(22), 15068. https://doi.org/10.3390/ijerph192215068