Impact of educational context on the mismatch of adolescent use in virtual social networks

This research aims to analyze those aspects and variables of the adolescent's school context that positively or negatively affect their behavior in virtual social networks. The sample is made up of 2399 Spanish adolescents from 6th grade, ESO and baccalaureate, aged between 11 and 18 years. for this, the correlational, discriminant and multivariate analysis is applied. The results show how low school involvement and affiliation are related to progressive levels of violence and rejection suffered, the exercise or suffering of cyberbullying or dependence on these social networks, especially in late adolescence. In the same way, it is confirmed that the use of these networks as the main vehicle for increasing the social circle is linked to a limited adolescent school climate. This research has also denoted how the help perceived by the teacher has been verified as a variable that moves away from the dysfunctional adolescent use of social networks in terms of dependency, violence and rejection suffered in these networks as well as scenarios of cyberbullying suffered or exercised in the themselves. In the same way, the relationships between a satisfactory adolescent school climate in their adjustment and adolescent behavior in social networks have been shown to be interesting, in such a way that high scores in affiliation, school involvement and perceived teacher help, allows predicting considerable distances from problematic situations cyberbullying, dependency, violence and rejection, among others. In short, from different statistical techniques, favorable consequences are evident in the use and adolescent behavior of social networks, based on a favorable adolescent school climate.