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Acceso y uso de nuevas tecnologías entre los jóvenes de educación secundaria, implicaciones en salud. Estudio JOITIC
Access and use of new information and telecommunication technologies among teenagers at high school, health implications. JOITIC Study
Raquel Muñoz-Mirallesa,b,c,
Autor para correspondencia
rmunozm.mn.ics@gencat.cat

Autor para correspondencia.
, Raquel Ortega-Gonzálezd, Carme Batalla-Martíneze, María Rosa López-Morónf, Josep Maria Manresab,c, Pere Torán-Monserratb,c
a Centre d’Atenció Primària Ca n’Oriac, SAP Vallès Occidental, Regió Sanitària Metropolitana Nord, Institut Català de la Salut, Sabadell, Barcelona, España
b Unitat de Suport a la Recerca Metropolitana Nord, IDIAP Jordi Gol, Sabadell, Barcelona, España
c Departament d’Infermeria, Universitat Autònoma de Barcelona, Bellaterra, Barcelona, España
d Centre d’Atenció Primària Santa Perpètua de Mogoda, SAP Mollet-Granollers, Regió Sanitària Metropolitana Nord, Institut Català de la Salut, Santa Perpètua de Mogoda, Barcelona, España
e Centre d’Atenció Primària Sant Quirze, SAP Vallès Occidental, Regió Sanitària Metropolitana Nord, Institut Català de la Salut, Sant Quirze del Vallès, Barcelona, España
f Centre d’Atenció Primària Castellar, SAP Vallès Occidental, Regió Sanitària Metropolitana Nord, Institut Català de la Salut, Castellar del Vallès, Barcelona, España
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seg&#250;n las muestras estudiadas&#44; el dise&#241;o de los estudios y los criterios utilizados para definir el &#171;abuso&#187;&#46; Los elementos diagn&#243;sticos esenciales de las adicciones en general&#44; como la dependencia psicol&#243;gica y los efectos perjudiciales&#44; pueden estar tambi&#233;n presentes en el abuso de las nuevas tecnolog&#237;as&#46; As&#237; pues&#44; el uso excesivo de las TIC es un nuevo factor condicionante de la salud de la poblaci&#243;n&#44; que se debe tener en cuenta sobre todo en la atenci&#243;n a los j&#243;venes<a class="elsevierStyleCrossRef" href="#bib0060"><span class="elsevierStyleSup">12</span></a>&#46;</p><p id="par0025" class="elsevierStylePara elsevierViewall">Seg&#250;n la Encuesta Nacional de Salud de Espa&#241;a de 2006<a class="elsevierStyleCrossRef" href="#bib0065"><span class="elsevierStyleSup">13</span></a>&#44; el 67&#44;5&#37; de adolescentes de entre 10 y 15<span class="elsevierStyleHsp" style=""></span>a&#241;os utilizaban videojuegos&#44; ordenador o Internet&#44; con diferencias seg&#250;n el sexo y el d&#237;a de la semana&#46; En 2011&#44; seg&#250;n el Instituto Nacional de Estad&#237;stica &#40;INE&#41;<a class="elsevierStyleCrossRef" href="#bib0070"><span class="elsevierStyleSup">14</span></a>&#44; el uso de ordenador entre los menores de 10 a 15<span class="elsevierStyleHsp" style=""></span>a&#241;os era pr&#225;cticamente universal &#40;95&#44;6&#37;&#41; y algo menor el uso de Internet &#40;87&#44;1&#37;&#41;&#46; La disponibilidad de tel&#233;fono m&#243;vil era del 32&#44;5&#37; a los 10<span class="elsevierStyleHsp" style=""></span>a&#241;os y se incrementaba hasta el 87&#44;3&#37; a los 15<span class="elsevierStyleHsp" style=""></span>a&#241;os&#44; accediendo a &#233;l a edades cada vez m&#225;s tempranas<a class="elsevierStyleCrossRef" href="#bib0075"><span class="elsevierStyleSup">15</span></a>&#46;</p><p id="par0030" class="elsevierStylePara elsevierViewall">El objetivo del proyecto JOITIC &#40;JOves <span class="elsevierStyleSmallCaps">I</span> Tecnologies de la Informaci&#243; i la Comunicaci&#243;&#41; es describir la accesibilidad y el uso de las TIC entre los alumnos de Educaci&#243;n Secundaria Obligatoria &#40;ESO&#41;&#44; analizar factores que puedan estar relacionados y evaluar conductas que puedan indicar un uso adictivo de las TIC&#46;</p></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0095">Material y m&#233;todos</span><span id="sec0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0100">Dise&#241;o</span><p id="par0035" class="elsevierStylePara elsevierViewall">Estudio descriptivo transversal y multic&#233;ntrico&#46;</p><p id="par0040" class="elsevierStylePara elsevierViewall">El grupo de trabajo JOITIC es un equipo multidisciplinar &#40;enfermeros&#44; m&#233;dicos&#44; metod&#243;logos y profesores&#41; cuya l&#237;nea de trabajo es el estudio del acceso y del uso de las TIC y las posibles conductas de riesgo de adicci&#243;n de los j&#243;venes en relaci&#243;n a ellas&#46; Para recoger los datos se utiliz&#243; una encuesta elaborada por el grupo de trabajo y unos cuestionarios validados sobre el uso de internet &#40;CERI&#41; y m&#243;vil &#40;CERM&#41;<a class="elsevierStyleCrossRef" href="#bib0080"><span class="elsevierStyleSup">16</span></a>&#44; y otro en v&#237;a de validaci&#243;n sobre videojuegos &#40;CERV&#41;&#46; En este art&#237;culo se presentan los resultados de una parte del estudio&#44; que incluyen datos sociodemogr&#225;ficos&#44; de acceso y uso de las TIC&#44; h&#225;bitos t&#243;xicos y control por parte de los adultos&#46;</p></span><span id="sec0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0105">Emplazamiento</span><p id="par0045" class="elsevierStylePara elsevierViewall">Centros p&#250;blicos y concertados de ESO que participan en el &#171;Programa Salut i Escola&#187; &#40;PSiE&#41; de la Generalitat de Catalunya<a class="elsevierStyleCrossRef" href="#bib0085"><span class="elsevierStyleSup">17</span></a>&#44; de 7<span class="elsevierStyleHsp" style=""></span>municipios del Vall&#233;s Occidental &#40;Barcelona&#41;&#58; Sabadell&#44; Sant Quirze del Vall&#232;s&#44; Castellar del Vall&#232;s&#44; Sentmenat&#44; Poliny&#224;&#44; Palau-Solit&#224; i Plegamans y Santa Perp&#232;tua de Mogoda&#46; Se contact&#243; a trav&#233;s de la enfermera referente del PSiE de los centros de atenci&#243;n primaria&#46; Los centros privados no participan en el PSiE&#44; por lo que no se incluyeron&#46;</p></span><span id="sec0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0110">Poblaci&#243;n de estudio</span><p id="par0050" class="elsevierStylePara elsevierViewall">Alumnos de primero o cuarto curso de ESO&#44; previo consentimiento informado de los padres y alumnos&#44; de los centros que aceptaron participar&#46;</p></span><span id="sec0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0115">Criterios de exclusi&#243;n</span><p id="par0055" class="elsevierStylePara elsevierViewall">Barrera idiom&#225;tica importante o condiciones f&#237;sicas&#44; ps&#237;quicas o sensoriales que imposibilitaran la respuesta a los cuestionarios&#46;</p><p id="par0060" class="elsevierStylePara elsevierViewall">El proyecto fue aprobado por el Comit&#233; de &#201;tica e Investigaci&#243;n Cl&#237;nica del Instituto de Investigaci&#243;n en Atenci&#243;n Primaria Jordi Gol &#40;IDIAP&#41;&#46;</p></span><span id="sec0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0120">Variables</span><p id="par0065" class="elsevierStylePara elsevierViewall">Informaci&#243;n sociodemogr&#225;fica &#40;edad&#44; sexo&#44; tipo de centro&#44; curso acad&#233;mico y pa&#237;s de origen&#41;&#44; consumo de t&#243;xicos&#44; rendimiento escolar &#40;se consider&#243; bajo rendimiento tener 3 o m&#225;s asignaturas suspendidas en el curso anterior<a class="elsevierStyleCrossRef" href="#bib0090"><span class="elsevierStyleSup">18</span></a>&#41;&#44; patr&#243;n de uso de internet&#44; m&#243;vil y videojuegos&#44; n&#250;mero de horas dedicado a cada uno de ellos o el control ejercido por los padres o tutores&#46; Se efectu&#243; una prueba piloto previa para corregir errores de comprensi&#243;n&#46;</p></span><span id="sec0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0125">M&#233;todos</span><p id="par0070" class="elsevierStylePara elsevierViewall">La recogida de datos se realiz&#243; entre febrero y junio de 2011&#44; en los institutos&#46;</p><p id="par0075" class="elsevierStylePara elsevierViewall">La enfermera de enlace del PSiE proporcion&#243; los formularios de consentimiento informado y los cuestionarios a los centros&#46; Dentro del horario de tutor&#237;a&#44; en presencia del tutor&#44; los alumnos contestaron en aproximadamente 40<span class="elsevierStyleHsp" style=""></span>min los cuestionarios autoadministrados &#40;anexo 1&#41;&#44; que eran an&#243;nimos y solo permit&#237;an identificar el centro y el curso del alumno&#46;</p></span><span id="sec0045" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0130">An&#225;lisis estad&#237;stico</span><p id="par0080" class="elsevierStylePara elsevierViewall">Las variables cualitativas se describen con sus frecuencias relativa y absoluta&#46; Las cuantitativas con su media y desviaci&#243;n est&#225;ndar&#46; En los contrastes para comparaci&#243;n de proporciones se utiliz&#243; la prueba de Ji cuadrado de Pearson o la de tendencia lineal&#46; El an&#225;lisis de los datos se realiz&#243; con el paquete estad&#237;stico SPSS versi&#243;n 18&#46;0&#46; Aunque el nivel de significaci&#243;n utilizado en todos los contrastes fue de p<span class="elsevierStyleHsp" style=""></span>&#8804;<span class="elsevierStyleHsp" style=""></span>0&#44;05&#44; se ha tenido en cuenta que la magnitud de las asociaciones observadas fuera relevante &#40;diferencias entre grupos superiores al 5&#37;&#41;&#46;<elsevierMultimedia ident="fig0005"></elsevierMultimedia></p></span></span><span id="sec0050" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0135">Resultados</span><p id="par0085" class="elsevierStylePara elsevierViewall">Estaban adscritos al PSiE 18<span class="elsevierStyleHsp" style=""></span>centros p&#250;blicos y 21<span class="elsevierStyleHsp" style=""></span>concertados&#44; con una poblaci&#243;n de 11&#46;231 alumnos&#46; Aceptaron participar 15<span class="elsevierStyleHsp" style=""></span>centros p&#250;blicos y 13<span class="elsevierStyleHsp" style=""></span>concertados&#44; con un total de 7&#46;168 alumnos matriculados&#46; Los alumnos o padres que manifestaron su deseo de no participar fueron el 8&#44;5&#37; &#40;p&#250;blicos&#44; 8&#44;63&#37;&#59; concertados&#44; 6&#44;26&#37;&#41;&#46; Se recogieron los cuestionarios de 5&#46;538 j&#243;venes de entre 12 y 20<span class="elsevierStyleHsp" style=""></span>a&#241;os &#40;77&#44;3&#37; de respuesta&#41;&#44; el 48&#46;6&#37; de sexo femenino &#40;<a class="elsevierStyleCrossRef" href="#tbl0005">tabla 1</a>&#41;&#46;</p><elsevierMultimedia ident="tbl0005"></elsevierMultimedia><p id="par0090" class="elsevierStylePara elsevierViewall">El porcentaje de respuestas no contestadas en alguna de las preguntas fue menor del 1&#37;&#44; excepto en el rendimiento escolar &#40;3&#44;13&#37;&#41;&#46; Los alumnos aut&#243;ctonos representan el 84&#44;9&#37;&#46; La mayor&#237;a de extranjeros provienen de Am&#233;rica Latina &#40;9&#44;5&#37;&#41;&#46;</p><p id="par0095" class="elsevierStylePara elsevierViewall">El 20&#44;3&#37; refiere bajo rendimiento escolar&#58; mayor en los chicos &#40;24&#44;0&#37; frente al 16&#44;3&#37;&#59; p<span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#44;01&#41; y en los extranjeros &#40;30&#44;8&#37; frente al 17&#44;3&#37;&#59; p<span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#44;01&#41;&#46;</p><p id="par0100" class="elsevierStylePara elsevierViewall">Dos tercios de los alumnos realizan actividades extraescolares 2 o m&#225;s d&#237;as a la semana&#46; El 40&#37; de los alumnos extranjeros y el 22&#37; de los aut&#243;ctonos no realizan ninguna&#46;</p><p id="par0105" class="elsevierStylePara elsevierViewall">El 13&#44;7&#37; ha fumado alguna vez&#44; el 5&#44;8&#37; lo hace a diario&#46; El 57&#44;8&#37; ha consumido alcohol en alguna ocasi&#243;n&#46; Antes de los 12<span class="elsevierStyleHsp" style=""></span>a&#241;os lo han probado el 24&#44;3&#37;&#44; siendo los varones m&#225;s precoces que las mujeres &#40;27&#44;9&#37; frente a 20&#44;7&#37;&#41;&#46; El consumo aumenta con la edad&#46; En primero el 5&#44;1&#37; ha sufrido alguna intoxicaci&#243;n et&#237;lica aguda&#44; y en cuarto&#44; el 42&#44;9&#37;&#46; El 27&#44;5&#37; de los alumnos de cuarto han consumido cannabis&#46; En el consumo de t&#243;xicos &#8212;tabaco&#44; alcohol&#44; cannabis u otras drogas&#8212; no hay diferencias entre aut&#243;ctonos y extranjeros&#46;</p><p id="par0110" class="elsevierStylePara elsevierViewall">Respecto al tipo de centro&#44; p&#250;blico o concertado&#44; se encuentran diferencias relevantes &#40;p<span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#44;001&#41; en la procedencia de los alumnos &#40;19&#44;9&#37; extranjeros frente al 5&#44;1&#37;&#41;&#44; el bajo rendimiento escolar &#40;23&#44;0&#37; frente al 13&#44;7&#37;&#41; y el consumo de t&#243;xicos &#40;tabaco&#58; 6&#44;8&#37; y 3&#44;4&#37;&#59; intoxicaci&#243;n en&#243;lica&#58; 23&#44;3&#37; y 17&#44;1&#37;&#59; cannabis&#58; 15&#44;7&#37; y 10&#44;2&#37;&#41;&#46; En los centros p&#250;blicos los alumnos usan m&#225;s horas el ordenador &#40;25&#44;6&#37; versus 15&#44;3&#37;&#41;&#46; En los concertados hay mayor uso escolar de Internet &#40;57&#44;5&#37; frente al 45&#44;7&#37;&#41; y mayor uso de SMS &#40;79&#44;6&#37; frente al 67&#44;0&#37;&#59; p<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#44;01&#41;&#46;</p><p id="par0115" class="elsevierStylePara elsevierViewall">El acceso a las TIC es masivo&#58; el 98&#37; disponen de ordenador en casa&#44; el 90&#37; tienen m&#243;vil&#46; Usan videojuegos el 54&#37; &#40;<a class="elsevierStyleCrossRef" href="#tbl0010">tabla 2</a>&#41;&#44; sin diferencias seg&#250;n el pa&#237;s de origen&#46; Con la edad hay un descenso progresivo de jugadores&#44; pero los que juegan &#62;<span class="elsevierStyleHsp" style=""></span>2<span class="elsevierStyleHsp" style=""></span>h se mantienen en el tiempo&#46; Los chicos juegan m&#225;s que las chicas &#40;75&#44;7&#37; versus 31&#44;3&#37;&#59; p<span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#44;001&#41;&#46; El uso de juegos online evoluciona de manera similar a los videojuegos&#46; Los alumnos aut&#243;ctonos juegan solos m&#225;s que los inmigrantes &#40;48&#44;3&#37; frente al 37&#44;6&#37;&#59; p<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#44;01&#41;&#46; El control paterno del uso de videojuegos disminuye con la edad&#46;</p><elsevierMultimedia ident="tbl0010"></elsevierMultimedia><p id="par0120" class="elsevierStylePara elsevierViewall">Respecto al ordenador&#44; el 7&#44;3&#37; de los alumnos for&#225;neos no disponen de &#233;l en casa&#44; pero lo utilizan las mismas horas y con fines parecidos a los aut&#243;ctonos&#46; Su uso aumenta con la edad &#40;<a class="elsevierStyleCrossRef" href="#tbl0010">tabla 2</a> y <a class="elsevierStyleCrossRef" href="#fig0020">fig&#46; 1</a>&#41;&#44; y el de correo electr&#243;nico y chats se mantiene estable en todos los cursos&#58; alrededor del 70 y del 52&#37;&#44; respectivamente&#46; El control paterno disminuye tambi&#233;n con la edad&#46; Las chicas lo usan m&#225;s horas&#44; para el correo electr&#243;nico&#44; Internet&#44; las redes sociales y las tareas escolares &#40;el 51&#37; m&#225;s de 2<span class="elsevierStyleHsp" style=""></span>h frente al 38&#37; de los chicos&#41;&#46; Los chicos juegan m&#225;s <span class="elsevierStyleItalic">on line</span> &#40;<a class="elsevierStyleCrossRef" href="#fig0025">fig&#46; 2</a>&#41;&#46;</p><elsevierMultimedia ident="fig0020"></elsevierMultimedia><elsevierMultimedia ident="fig0025"></elsevierMultimedia><p id="par0125" class="elsevierStylePara elsevierViewall">El bajo rendimiento escolar est&#225; asociado en primero &#40;p<span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#44;001&#41;&#44; segundo &#40;p<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#44;001&#41; y tercer curso &#40;p<span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#44;001&#41; tanto a un uso muy alto del ordenador &#40;m&#225;s de 3<span class="elsevierStyleHsp" style=""></span>h diarias&#41; como a la falta de uso &#40;<a class="elsevierStyleCrossRef" href="#tbl0015">tabla 3</a>&#41;&#46; En los alumnos que utilizan ordenador se observa un aumento lineal del fracaso escolar a medida que aumentan las horas de uso&#46; En un uso diario menor a una hora&#44; 146 &#40;15&#44;6&#37;&#41; alumnos presentaron bajo rendimiento escolar&#59; con un uso de 1-2<span class="elsevierStyleHsp" style=""></span>h&#44; 314 &#40;17&#44;1&#37;&#41;&#59; entre 2 y 3<span class="elsevierStyleHsp" style=""></span>h&#44; 323 &#40;19&#44;6&#37;&#41;&#44; y cuando su uso era superior a 3<span class="elsevierStyleHsp" style=""></span>h&#44; 344 &#40;28&#44;8&#37;&#41; &#40;tendencia lineal&#44; p<span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#44;001&#41;&#46; Ni el uso de videojuegos ni el n&#250;mero de horas de juego se asocia al fracaso escolar&#46; Los chicos&#47;as con mayor control paterno del uso de videojuegos u ordenador tienen mejor rendimiento escolar&#46;</p><elsevierMultimedia ident="tbl0015"></elsevierMultimedia><p id="par0130" class="elsevierStylePara elsevierViewall">El uso de ordenador m&#225;s de 3<span class="elsevierStyleHsp" style=""></span>h al d&#237;a&#44; de videojuegos m&#225;s de 5<span class="elsevierStyleHsp" style=""></span>h semanales o el no control paterno del uso de estas TIC se asocia a un mayor porcentaje de j&#243;venes que han sufrido una borrachera&#44; han consumido cannabis o han experimentado alguna vez con otras drogas &#40;<a class="elsevierStyleCrossRef" href="#tbl0020">tabla 4</a>&#41;&#44; y es m&#225;s elevado a medida que aumenta el curso&#46;</p><elsevierMultimedia ident="tbl0020"></elsevierMultimedia><p id="par0135" class="elsevierStylePara elsevierViewall">El 88&#44;6&#37; declararon haber accedido al primer m&#243;vil entre los 12 y los 13<span class="elsevierStyleHsp" style=""></span>a&#241;os&#46; En primer curso&#44; 896 &#40;57&#44;5&#37;&#41; alumnos dispusieron de m&#243;vil antes de los 12<span class="elsevierStyleHsp" style=""></span>a&#241;os &#40;<a class="elsevierStyleCrossRef" href="#tbl0010">tabla 2</a>&#41;&#46;</p></span><span id="sec0055" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0140">Discusi&#243;n</span><p id="par0140" class="elsevierStylePara elsevierViewall">La selecci&#243;n de la poblaci&#243;n participante en el estudio y el alto porcentaje de respuesta permiten una visi&#243;n del uso de las TIC de los adolescentes escolarizados de nuestra zona&#46; Aunque el dise&#241;o transversal del estudio no permita establecer causalidad entre las variables&#44; se pueden generar hip&#243;tesis que deber&#237;an seguir estudi&#225;ndose en posteriores investigaciones&#46; La no participaci&#243;n de centros privados puede suponer un sesgo&#44; ya que podr&#237;an tener un perfil de acceso y uso de las TIC diferente al de la poblaci&#243;n analizada y quiz&#225; tambi&#233;n un nivel socioecon&#243;mico distinto&#46; Al ser una encuesta autoadministrada&#44; tambi&#233;n podr&#237;a existir una infradeclaraci&#243;n de conductas consideradas socialmente negativas&#44; como el fracaso escolar o el consumo de t&#243;xicos&#46;</p><p id="par0145" class="elsevierStylePara elsevierViewall">El menor porcentaje de bajo rendimiento escolar en primer curso se podr&#237;a atribuir al cambio de etapa educativa&#44; y es m&#225;s frecuente en chicos&#44; datos que coinciden con otros estudios<a class="elsevierStyleCrossRef" href="#bib0030"><span class="elsevierStyleSup">6</span></a>&#46;</p><p id="par0150" class="elsevierStylePara elsevierViewall">El estudio JOITIC muestra un acceso a las TIC parecido al notificado por otras entidades &#40;INE&#44; Escola Catalana de Consum&#41;&#46; Las nuevas tecnolog&#237;as entran cada vez antes en la vida de los j&#243;venes&#59; esta tendencia es un&#225;nime en los estudios referenciados y se confirma tambi&#233;n en nuestro trabajo&#46; En el estudio alem&#225;n KiGGS<a class="elsevierStyleCrossRef" href="#bib0095"><span class="elsevierStyleSup">19</span></a> las tendencias de uso por edad de videojuegos e Internet son similares al JOITIC&#44; si bien el indicador de uso utilizado no es exactamente el mismo &#40;horas diarias en KiGGS&#44; horas semanales en JOITIC&#41;&#46; Quiz&#225; los datos de uso de m&#243;vil sean menos comparables dado que en los &#250;ltimos a&#241;os se han modificado los patrones de uso&#44; las prestaciones y la accesibilidad de esta tecnolog&#237;a que no est&#225;n contemplados en el KIGGS&#46; En el an&#225;lisis por g&#233;nero los resultados son parecidos&#46; Las chicas usan m&#225;s el m&#243;vil&#44; como corrobora el estudio de la ECC&#44; el INE y el KiGGS&#46; Los chicos juegan m&#225;s y compran m&#225;s por Internet&#46;</p><p id="par0155" class="elsevierStylePara elsevierViewall">Villadangos y Labrador<a class="elsevierStyleCrossRef" href="#bib0100"><span class="elsevierStyleSup">20</span></a> obtienen resultados sobre la frecuencia de uso de las nuevas tecnolog&#237;as en funci&#243;n de la edad y el sexo parecidos a nuestro estudio y se&#241;alan diferencias en el uso de m&#243;vil y videojuegos seg&#250;n el tipo de centro escolar&#44; cosa que no sucede en JOITIC&#46;</p><p id="par0160" class="elsevierStylePara elsevierViewall">Sanchez-Martinez et al&#46;<a class="elsevierStyleCrossRefs" href="#bib0030"><span class="elsevierStyleSup">6&#44;10</span></a> han relacionado el consumo de t&#243;xicos con un aumento de horas de uso de Internet y videojuegos&#44; de forma parecida al presente trabajo&#44; donde se observa una asociaci&#243;n entre el uso intensivo de ordenador &#40;m&#225;s de 3<span class="elsevierStyleHsp" style=""></span>h diarias&#41; e intoxicaci&#243;n en&#243;lica o consumo de cannabis&#46; Esta asociaci&#243;n no es significativa entre los usuarios intensivos de videojuegos&#44; aunque se observa una tendencia a un mayor consumo&#46;</p><p id="par0165" class="elsevierStylePara elsevierViewall">Respecto al fracaso escolar&#44; hay evidencia de que el uso intensivo del ordenador o la ausencia de uso se relacionan con un bajo rendimiento acad&#233;mico entre los adolescentes<a class="elsevierStyleCrossRefs" href="#bib0030"><span class="elsevierStyleSup">6&#44;7</span></a>&#46; Estos resultados se confirman en el JOITIC&#44; excepto en el tiempo dedicado a los videojuegos&#44; que no se relaciona con el rendimiento escolar&#46; El control paterno se asocia a mejores resultados acad&#233;micos&#46;</p><p id="par0170" class="elsevierStylePara elsevierViewall">Seg&#250;n el &#171;Observatori de la Societat de la Informaci&#243; de les Illes Balears&#187;<a class="elsevierStyleCrossRefs" href="#bib0105"><span class="elsevierStyleSup">21&#44;22</span></a>&#44; dos tercios de los j&#243;venes de 15 y 16<span class="elsevierStyleHsp" style=""></span>a&#241;os navegan solos por Internet y el 62&#44;2&#37; no tienen en casa normas para acceder a la red&#46; En JOITIC se observa que el control parental del uso de ordenador y videojuegos es bajo y disminuye con la edad&#44; perdi&#233;ndose la oportunidad educativa que supone el consejo paterno&#44; puesto que la adolescencia es una etapa vital para la formaci&#243;n de la personalidad y es importante acompa&#241;arlos en el aprendizaje del uso responsable de las TIC&#46; La asociaci&#243;n entre bajo rendimiento escolar y falta de control paterno del uso de videojuegos o de ordenador debe ser considerada&#44; ya que el fracaso escolar es una preocupaci&#243;n importante de la sociedad&#46; En el desarrollo de futuras actividades preventivas respecto al fracaso escolar se deber&#237;a incluir la valoraci&#243;n del uso inadecuado o del abuso de las TIC&#46;</p><p id="par0175" class="elsevierStylePara elsevierViewall">Los posibles riesgos del uso excesivo de las TIC &#40;adicci&#243;n&#44; aislamiento&#44; p&#233;rdida de habilidades sociales&#8230;&#41; en los j&#243;venes no debe ocultar los muchos aspectos positivos y el hecho de que se han convertido en un elemento de comunicaci&#243;n&#44; relaci&#243;n&#44; aprendizaje y ocio imprescindible en sus vidas<a class="elsevierStyleCrossRef" href="#bib0110"><span class="elsevierStyleSup">22</span></a>&#46;</p><p id="par0180" class="elsevierStylePara elsevierViewall">Las intervenciones orientadas a disminuir problemas de salud se deben llevar a cabo antes de que se inicie la conducta de riesgo&#46; El PSiE recomienda el abordaje del consumo de t&#243;xicos desde primero de ESO<a class="elsevierStyleCrossRef" href="#bib0085"><span class="elsevierStyleSup">17</span></a>&#59; sin embargo&#44; la mayor&#237;a de actividades de educaci&#243;n para la salud respecto a estos temas se realizan durante el cuarto curso<a class="elsevierStyleCrossRef" href="#bib0115"><span class="elsevierStyleSup">23</span></a>&#46; Es llamativo el aumento del consumo de tabaco entre segundo y tercero&#44; y el aumento exponencial de las intoxicaciones alcoh&#243;licas agudas entre primero y cuarto&#46; Viendo los datos obtenidos&#44; quiz&#225; las intervenciones educativas deber&#237;an comenzarse en cursos anteriores y mantenerlas durante toda la ESO&#46;</p><p id="par0185" class="elsevierStylePara elsevierViewall">Es necesario seguir investigando en el uso de las TIC y sus efectos en la salud de ni&#241;os y j&#243;venes y en sus conductas&#44; as&#237; como desarrollar estrategias e intervenciones en relaci&#243;n con el uso adecuado y responsable de las nuevas tecnolog&#237;as para la promoci&#243;n de la salud y la prevenci&#243;n de conductas de riesgo&#44; por el impacto que pueden tener en la salud p&#250;blica&#46;<elsevierMultimedia ident="tb0005"></elsevierMultimedia></p></span><span id="sec0070" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0155">Conflicto de intereses</span><p id="par0205" class="elsevierStylePara elsevierViewall">Los autores declaran no tener ning&#250;n conflicto de intereses&#46;</p></span></span>"
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        "resumen" => "<span class="elsevierStyleSectionTitle" id="sect0010">Objetivo</span><p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Determinar la accesibilidad y el uso de las Tecnolog&#237;as de la Informaci&#243;n y la Comunicaci&#243;n &#40;TIC&#41; entre los j&#243;venes de Educaci&#243;n Secundaria Obligatoria &#40;ESO&#41; y analizar factores relacionados&#46;</p><p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">Dise&#241;o Estudio descriptivo multic&#233;ntrico transversal&#46;</p> <span class="elsevierStyleSectionTitle" id="sect0015">Emplazamiento</span><p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">Institutos de ESO participantes en el programa &#171;Salut i Escola&#187;&#46;</p> <span class="elsevierStyleSectionTitle" id="sect0020">Participantes</span><p id="spar0020" class="elsevierStyleSimplePara elsevierViewall">Un total de 5&#46;538 alumnos de primero a cuarto curso de ESO de 28 centros del &#225;rea de Barcelona&#46;</p> <span class="elsevierStyleSectionTitle" id="sect0025">Mediciones principales</span><p id="spar0025" class="elsevierStyleSimplePara elsevierViewall">Aplicaci&#243;n de cuestionario autoadministrado sociodemogr&#225;fico&#44; de accesibilidad y uso de las TIC&#46;</p> <span class="elsevierStyleSectionTitle" id="sect0030">Resultados</span><p id="spar0030" class="elsevierStyleSimplePara elsevierViewall">Las preguntas no contestadas no superan el 1&#37;&#44; excepto sobre rendimiento escolar &#40;3&#44;13&#37;&#41;&#46; El 48&#44;6&#37; eran chicas&#44; edad media 14<span class="elsevierStyleHsp" style=""></span>a&#241;os &#40;rango 11-20&#41;&#59; 15&#44;5&#37; de origen extranjero&#46; El 20&#44;3&#37; refieren bajo rendimiento escolar&#46; El 75&#44;5&#37; realizan actividades extraescolares&#46; El 88&#44;9&#37; refieren buena relaci&#243;n familiar&#46;</p><p id="spar0035" class="elsevierStyleSimplePara elsevierViewall">El acceso a las TIC es homog&#233;neamente masivo&#58; el 98&#37; tiene ordenador en casa&#44; y el 44&#44;8&#37; lo usa 2 o m&#225;s horas diariamente&#59; el 98&#44;6&#37; accede a Internet&#44; el 47&#44;2&#37; sin control paterno&#46; El 90&#37; tiene m&#243;vil &#40;83&#37; en primero y 95&#37; en cuarto&#41;&#44; el 45&#44;6&#37; antes de los 12<span class="elsevierStyleHsp" style=""></span>a&#241;os&#46; Las chicas lo utilizan m&#225;s para relaciones sociales y los chicos para jugar&#46; El 64&#44;4&#37; juegan a videojuegos&#44; el 36&#44;5&#37; durante 3 o m&#225;s horas a la semana&#44; y el 66&#44;8&#37; sin control paterno&#46; Su uso disminuye con la edad&#46; El control paterno de las TIC se asocia a mejor rendimiento escolar&#46;</p> <span class="elsevierStyleSectionTitle" id="sect0035">Conclusiones</span><p id="spar0040" class="elsevierStyleSimplePara elsevierViewall">Los adolescentes acceden a las TIC cada vez a una edad m&#225;s temprana&#46; Su uso representa una parte importante de su actividad diaria&#46; Se han detectado diferencias de uso entre ambos sexos&#44; edad y tipo de centro&#46;</p>"
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        "resumen" => "<span class="elsevierStyleSectionTitle" id="sect0045">Objective</span><p id="spar0045" class="elsevierStyleSimplePara elsevierViewall">To determine ICT accessibility and use among the adolescents attending High School and to analyse related factors&#46;</p> <span class="elsevierStyleSectionTitle" id="sect0050">Design</span><p id="spar0050" class="elsevierStyleSimplePara elsevierViewall">Cross-sectional multicentric study&#46;</p> <span class="elsevierStyleSectionTitle" id="sect0055">Setting</span><p id="spar0055" class="elsevierStyleSimplePara elsevierViewall">High Schools participating in the Community Health &#171;Salut i Escola&#187; Programme&#46;</p> <span class="elsevierStyleSectionTitle" id="sect0060">Participants</span><p id="spar0060" class="elsevierStyleSimplePara elsevierViewall">5&#44;538 students from first to fourth degree at 28 centres in the area of Barcelona&#46;</p> <span class="elsevierStyleSectionTitle" id="sect0065">Main measurements</span><p id="spar0065" class="elsevierStyleSimplePara elsevierViewall">Self administered questionnaire including sociodemographic information&#44; ICT use and accessibility&#46;</p> <span class="elsevierStyleSectionTitle" id="sect0070">Results</span><p id="spar0070" class="elsevierStyleSimplePara elsevierViewall">Missing answers were below 1&#37; in all items except in school performance &#40;3&#44;13&#37;&#41;&#59; 48&#44;6&#37; were female&#44; mean age 14<span class="elsevierStyleHsp" style=""></span>years &#40;range 11-20&#41;&#59; 15&#44;5&#37; foreigners&#59; 23&#37; reported low school performance&#59; 75&#44;2&#37; took extracurricular activities&#59; 88&#44;9&#37; refers a good relationship with their parents&#46;</p><p id="spar0075" class="elsevierStyleSimplePara elsevierViewall">ICT access is homogeneously massive&#58; 98&#37; had a computer at home&#44; 44&#44;8&#37; used it for two or more hours daily&#46; 98&#44;6&#37; could access Internet&#44; 47&#44;2&#37; without parental control&#46; 90&#37; owned a mobile phone &#40;83&#37; in first grade&#44; 95&#37; in fourth&#41;&#59; 45&#44;6&#37; owned one before 12<span class="elsevierStyleHsp" style=""></span>years old&#46; Girls use it for social relationships and boys for playing&#46; 68&#44;4&#37; played videogames&#44; 36&#44;5&#37; for three or more hours a week and 66&#44;8&#37; without parental control&#46; Their use decreases with age&#46; The ICT parental control is associated with better school performance&#46;</p> <span class="elsevierStyleSectionTitle" id="sect0075">Conclusions</span><p id="spar0080" class="elsevierStyleSimplePara elsevierViewall">Our high scholars gain access to the ICT at younger ages and they use them in almost every aspect of their lives&#46; There have been detected some gender differences in their use&#44; as well as in the age of the users and between the type of school&#46;</p>"
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                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>Fin de semana&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t"><span class="elsevierStyleItalic">Edad inicio consumo alcohol</span>&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t"><span class="elsevierStyleItalic">Intoxicaci&#243;n aguda alguna vez</span>&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>Cannabis&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>Otras drogas&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t"><span class="elsevierStyleItalic">Relaci&#243;n familiar</span>&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>Buena&#47;muy buena&nbsp;\t\t\t\t\t\t\n
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                  """
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">126 &#40;23&#44;9&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">78 &#40;19&#44;1&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>&#62; 5 h&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">33 &#40;18&#44;4&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">45 &#40;28&#44;8&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">22 &#40;16&#44;9&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " colspan="5" align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleItalic">Control paterno</span>&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">p<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#44;088&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">p<span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#44;001&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">p<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#44;022&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">p<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#44;001&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>No&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">138 &#40;20&#44;3&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">192 &#40;24&#44;2&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>S&#237;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">21 &#40;11&#44;2&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
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            1 => array:2 [
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                  \t\t\t\t  " colspan="4" align="center" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t" style="border-bottom: 2px solid black">Fracaso escolar&#44; n &#40;&#37;&#41;</td></tr><tr title="table-row"><td class="td" title="\n
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                  \t\t\t\t\ttable-head\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>No uso&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t\ttable-entry\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">6 &#40;27&#44;3&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>1-3 h&#47;d&#237;a&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">182 &#40;15&#44;6&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
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                  \t\t\t\t\ttop\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t\ttop\n
                  \t\t\t\t">153 &#40;17&#44;8&#37;&#41;&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>&#62; 3 h&#47;d&#237;a&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">107 &#40;31&#44;6&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">77 &#40;24&#44;8&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " colspan="5" align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleItalic">Control paterno</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">p<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#44;001&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">p<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#44;003&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">p<span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#44;001&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">p<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#44;327&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
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                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>No&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">130 &#40;24&#44;3&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">194 &#40;26&#44;6&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">143 &#40;20&#44;8&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>S&#237;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">151 &#40;15&#44;9&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t">123 &#40;17&#44;3&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="\n
                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
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                  \t\t\t\t</td></tr></tbody></table>
                  """
              ]
              "imagenFichero" => array:1 [
                0 => "xTab457792.png"
              ]
            ]
          ]
        ]
        "descripcion" => array:1 [
          "es" => "<p id="spar0110" class="elsevierStyleSimplePara elsevierViewall">Relaci&#243;n entre rendimiento escolar y horas de uso de ordenador o de videojuegos</p>"
        ]
      ]
      5 => array:7 [
        "identificador" => "tbl0020"
        "etiqueta" => "Tabla 4"
        "tipo" => "MULTIMEDIATABLA"
        "mostrarFloat" => true
        "mostrarDisplay" => false
        "tabla" => array:1 [
          "tablatextoimagen" => array:2 [
            0 => array:2 [
              "tabla" => array:1 [
                0 => """
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                  \t\t\t\t">Videojuegos&nbsp;\t\t\t\t\t\t\n
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                  """
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">1 &#40;4&#44;5&#37;&#41;&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">26 &#40;2&#44;2&#37;&#41;&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">65 &#40;6&#44;8&#37;&#41;&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">95 &#40;27&#44;7&#37;&#41;&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">95 &#40;30&#44;2&#37;&#41;&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t"><span class="elsevierStyleItalic">Control paterno</span>&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">p<span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#44;001&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">p<span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#44;001&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t">p<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#44;001&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="left" valign="\n
                  \t\t\t\t\ttop\n
                  \t\t\t\t"><span class="elsevierStyleHsp" style=""></span>No&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t\ttable-entry\n
                  \t\t\t\t  " align="left" valign="\n
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                  \t\t\t\t">96 &#40;17&#44;6&#37;&#41;&nbsp;\t\t\t\t\t\t\n
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        "texto" => "<p id="par0210" class="elsevierStylePara elsevierViewall">Esta investigaci&#243;n ha sido posible gracias a la colaboraci&#243;n de los alumnos y profesores de los centros de educaci&#243;n secundaria de Sabadell &#40;IES Ferran Casablancas&#44; IES Arraona&#44; IES Agust&#237; Serra&#44; IES Miquel Crusafont&#44; IES Pau Vila&#44; IES Vall&#232;s&#44; IES Jonqueres&#44; IES Ribot i Serra&#44; El Carme&#44; Servator&#44; Bertran&#44; Tarr&#233;s&#44; La Immaculada&#44; Mare de D&#233;u de la Salut&#44; Ramar 1&#44; Santa Clara&#44; Sant Nicolau&#41;&#44; de Castellar del Vall&#232;s &#40;IES Castellar&#44; IES Puig de la Creu&#44; El Casal&#44; La Immaculada&#41;&#44; de Santa Perp&#232;tua de Mogoda &#40;IES Estela Ib&#232;rica&#44; IES Rovira Forns&#44; Sagrada Fam&#237;lia&#41;&#44; de Palau-Solit&#224; i Plegamans &#40;Marinada&#41;&#44; del IES Sant Quirze del Vall&#232;s&#44; del IES Sentmenat y del IES Poliny&#224;&#44; as&#237; como de las enfermeras referentes del Programa Salut i Escola&#58; Dolors Alcaraz Sanz&#44; M&#46;&#193;ngeles G&#243;mez Mateo&#44; Concepci&#243;n Caminal Oliv&#233;&#44; Cristina Arranz Delgado&#44; Concepci&#243; Mestres Hugas&#44; Piedad D&#237;az Borja&#44; M&#243;nica Baraut Mart&#237;nez&#44; Mar&#237;a Clotilde G&#243;nz&#225;lez Calvo&#44; Cec&#237;lia Quer Raves&#44; Vanessa Cruz Mu&#241;oz&#44; Pilar Padilla Moncl&#250;s&#44; N&#250;ria Llistar Verd&#250;&#44; Maria Franquesa Freixanet&#44; Carme Forts Llorens&#44; Mar&#237;a Jos&#233; Montoto Lamela&#44; Carmina Gil Guitart&#44; Laura Cubins&#224; Esquius&#44; Meritxell Virg&#243;s Soler&#44; Matilde Fern&#225;ndez Soler&#44; &#193;ngeles Vara Ortiz y Assumpta Fatj&#243; Gen&#233;&#46; Todos ellos participaron en la recogida de datos de este estudio&#46;</p> <p id="par0215" class="elsevierStylePara elsevierViewall">Damos las gracias tambi&#233;n a Fernando Rup&#233;rez Vielba y Marta Serra Laguarta &#40;Servei d&#8217;Atenci&#243; Prim&#224;ria &#91;SAP&#93; Vall&#232;s Occidental&#41; por sus aportaciones en la elaboraci&#243;n del protocolo&#59; a Cristina Moreno Ramos &#40;Direcci&#243; d&#8217;Atenci&#243; Prim&#224;ria &#91;DAP&#93; Metropolitana Nord&#41;&#44; a Eul&#224;lia Picas Riera&#44; a Josep Arnau Figueras&#44; a Rosa M&#46; Perarnau Pi&#241;ero y a Gemma Morales Puig &#40;Departament d&#8217;Ensenyament - Serveis Territorials del Vall&#232;s Occidental&#41; y a Paqui Vargas Manzano &#40;Direcci&#243; d&#8217;Atenci&#243; Prim&#224;ria &#91;DAP&#93; Metropolitana Nord&#41; por su apoyo log&#237;stico y su dedicaci&#243;n&#46;</p>"
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Información del artículo
ISSN: 02126567
Idioma original: Español
DOI:10.1016/j.aprim.2013.06.001
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