Ana Cebollero‐salina
Biographic Data
| ID | 4624617 |
|---|---|
| NAME | Ana Cebollero‐salina |
| GIVEN NAMES | Ana |
| FAMILY NAME | Cebollero‐salina |
| SIGNATURE | SALINA A C |
| AFFILIATIONS | Universidad de Zaragoza |
| ORCID | 0000-0003-2515-9029 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Deep Learning in Spanish University Students
University students use the Internet regularly for study, socialising, and entertainment; moreover, in adolescents and young adults, Internet use increases with age. More than ever before, the wide availability of online information requires critical thinking coupled with skills for evaluating online information, such as verifying the reliability of information and netiquette. These competencies might influence deep learning; however, few studies…
Linking appearance in social networks and acts to improve it with depression in adolescents
The use of social networks to showcase one's image is widespread among adolescents, yet their misuse can pose risks to mental and physical health. This study explores the direct relationship between concern about appearance on social media and depressive symptoms, and the potential indirect effect through appearance-enhancing behaviours. A total of 1209 students aged 12 to 17 participated. Descriptive analyses and a multi-group structural equatio…
FoMO and Socio‐Emotional e‐Competencies as Predictors of Media Multitasking, Phubbing and Cybergossip in University Students
There are clear signs of the growing use of the internet across all cultures, which generate new behaviors in the virtual environment such as media multitasking, phubbing, and cybergossip, all associated with online risks and less positive modes of socialization. FoMO (Fear of Missing Out) along with virtual emotional experiences could be relevant predictors, where literature suggests that FoMO is a trigger for problematic social media use, and s…
“Listen to me!” The role of family supervision and parental phubbing in youth cyberbullying
Socio-emotional competencies of Colombian high school students in face-to-face and virtual environments
Introduction: Socio-emotional competencies in face-to-face communication are an essential tool for personal and social adjustment from an early age. Online communication has become equally important, especially in adolescence. It is known that its characteristics require specific skills, but there is a lack of studies that analyse the relationship that exists between generally acquired socio-emotional skills and those necessary for online communi…
Cybergossip in adolescence
Cybergossip involves making evaluative comments about third parties through digital devices, a behaviour accentuated by the use of social networks and associated with the intensification of cyberbullying, especially among adolescents. Certain studies suggest that there may be a relationship between cybergossip and socio-emotional variables. However, few studies have analysed this, and even fewer have considered a further series of variables that …
Te importaría prestarme atención? El Phubbing en la adolescencia como reto educativo en la convivencia digital y presencial
Introducción: Las relaciones sociales se producen simultáneamente entre el entorno presencial y virtual y con mayor intensidad en tiempos de postpandemia. Con el uso de Internet han surgido nuevas conductas como el phubbing, que disminuyen la calidad de las relaciones y la convivencia, y cuyo impacto apenas ha sido estudiado en la adolescencia. Método: El objetivo de este estudio es conocer la incidencia y el impacto de esta nueva conducta en 379…
Cybergossip and Problematic Internet Use in cyberaggression and cybervictimisation among adolescents
Research on cyberbullying has focused on personal and contextual factors. However, little is known about its relationship with habitual behaviours associated with easy access to the Internet, such as cybergossip and problematic Internet use, as well as the role that gender and age play in relation with these variables. Knowledge about these subjects could contribute to the elaboration of new preventive and educational approaches. This study there…
Are emotional e-competencies a protective factor against habitual digital behaviors (media multitasking, cybergossip, phubbing) in Spanish students of secondary education
Increased Internet use has introduced several behavior patterns into the daily routines of adolescents, such as phubbing, cybergossip, and media multitasking during homework. These habits can potentialize risks, particularly in post-pandemic situations. Socio-emotional competencies can act as protective factors against cybernetic risks; however, they have not yet been studied in relation with habitual digital behavior. To fill that gap, this stud…
Improving adolescent moral reasoning versus cyberbullying
Collective Intelligence (CI) is identified as the group capacity to come up with responses to complex tasks that are not accomplished or are of worse quality if performed cooperatively or individually. Based on this premise, we considered knowing if adolescents’ moral reasoning would increase when a big group faces a topical moral dilemma: a sexting-centered cyberbullying case. To do so, the CI platform Thinkhub was used with an online group of 7…
Netiquette, implication of online emotional content and empathy in adolescents according to gender
Introduction: Education in netiquette (social norms that promote cyber coexistence) has become an alternative proposal for helping prevent online expressions of discrimination and violence. Specifically, empathy and online emotional content are key in antisocial behaviours. Method: Our objective is thus to differentially analyse the relationships between netiquette, online emotional content, and empathy in adolescents according to gender. 774 ado…
FoMO and Socio‐Emotional e‐Competencies as Predictors of Media Multitasking, Phubbing and Cybergossip in University Students
There are clear signs of the growing use of the internet across all cultures, which generate new behaviors in the virtual environment such as media multitasking, phubbing, and cybergossip, all associated with online risks and less positive modes of socialization. FoMO (Fear of Missing Out) along with virtual emotional experiences could be relevant predictors, where literature suggests that FoMO is a trigger for problematic social media use, and s…
Te importaría prestarme atención? El Phubbing en la adolescencia como reto educativo en la convivencia digital y presencial
Introducción: Las relaciones sociales se producen simultáneamente entre el entorno presencial y virtual y con mayor intensidad en tiempos de postpandemia. Con el uso de Internet han surgido nuevas conductas como el phubbing, que disminuyen la calidad de las relaciones y la convivencia, y cuyo impacto apenas ha sido estudiado en la adolescencia. Método: El objetivo de este estudio es conocer la incidencia y el impacto de esta nueva conducta en 379…
Cybergossip and Problematic Internet Use in cyberaggression and cybervictimisation among adolescents
Research on cyberbullying has focused on personal and contextual factors. However, little is known about its relationship with habitual behaviours associated with easy access to the Internet, such as cybergossip and problematic Internet use, as well as the role that gender and age play in relation with these variables. Knowledge about these subjects could contribute to the elaboration of new preventive and educational approaches. This study there…
Are emotional e-competencies a protective factor against habitual digital behaviors (media multitasking, cybergossip, phubbing) in Spanish students of secondary education
Increased Internet use has introduced several behavior patterns into the daily routines of adolescents, such as phubbing, cybergossip, and media multitasking during homework. These habits can potentialize risks, particularly in post-pandemic situations. Socio-emotional competencies can act as protective factors against cybernetic risks; however, they have not yet been studied in relation with habitual digital behavior. To fill that gap, this stud…
Improving adolescent moral reasoning versus cyberbullying
Collective Intelligence (CI) is identified as the group capacity to come up with responses to complex tasks that are not accomplished or are of worse quality if performed cooperatively or individually. Based on this premise, we considered knowing if adolescents’ moral reasoning would increase when a big group faces a topical moral dilemma: a sexting-centered cyberbullying case. To do so, the CI platform Thinkhub was used with an online group of 7…
Netiquette, implication of online emotional content and empathy in adolescents according to gender
Introduction: Education in netiquette (social norms that promote cyber coexistence) has become an alternative proposal for helping prevent online expressions of discrimination and violence. Specifically, empathy and online emotional content are key in antisocial behaviours. Method: Our objective is thus to differentially analyse the relationships between netiquette, online emotional content, and empathy in adolescents according to gender. 774 ado…
“Listen to me!” The role of family supervision and parental phubbing in youth cyberbullying
Socio-emotional competencies of Colombian high school students in face-to-face and virtual environments
Introduction: Socio-emotional competencies in face-to-face communication are an essential tool for personal and social adjustment from an early age. Online communication has become equally important, especially in adolescence. It is known that its characteristics require specific skills, but there is a lack of studies that analyse the relationship that exists between generally acquired socio-emotional skills and those necessary for online communi…
Cybergossip in adolescence
Cybergossip involves making evaluative comments about third parties through digital devices, a behaviour accentuated by the use of social networks and associated with the intensification of cyberbullying, especially among adolescents. Certain studies suggest that there may be a relationship between cybergossip and socio-emotional variables. However, few studies have analysed this, and even fewer have considered a further series of variables that …
Deep Learning in Spanish University Students
University students use the Internet regularly for study, socialising, and entertainment; moreover, in adolescents and young adults, Internet use increases with age. More than ever before, the wide availability of online information requires critical thinking coupled with skills for evaluating online information, such as verifying the reliability of information and netiquette. These competencies might influence deep learning; however, few studies…
Linking appearance in social networks and acts to improve it with depression in adolescents
The use of social networks to showcase one's image is widespread among adolescents, yet their misuse can pose risks to mental and physical health. This study explores the direct relationship between concern about appearance on social media and depressive symptoms, and the potential indirect effect through appearance-enhancing behaviours. A total of 1209 students aged 12 to 17 participated. Descriptive analyses and a multi-group structural equatio…
FoMO and Socio‐Emotional e‐Competencies as Predictors of Media Multitasking, Phubbing and Cybergossip in University Students
There are clear signs of the growing use of the internet across all cultures, which generate new behaviors in the virtual environment such as media multitasking, phubbing, and cybergossip, all associated with online risks and less positive modes of socialization. FoMO (Fear of Missing Out) along with virtual emotional experiences could be relevant predictors, where literature suggests that FoMO is a trigger for problematic social media use, and s…
Psychology (8 works) · Social Psychology (8 works) · Developmental psychology (7 works) · Impact of Technology on Adolescents (7 works) · Child Development and Digital Technology (6 works) · Bullying, Victimization, and Aggression (5 works) · The Internet (4 works) · Structural equation modeling (3 works) · Cognitive psychology (2 works) · Computer Science (2 works)