<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1989-709X</journal-id>
<journal-title><![CDATA[Psychology, Society & Education]]></journal-title>
<abbrev-journal-title><![CDATA[Psychology, Society & Education]]></abbrev-journal-title>
<issn>1989-709X</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Córdoba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1989-709X2023000100004</article-id>
<article-id pub-id-type="doi">10.21071/psye.v15i1.15277</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de redes sociales en la preadolescencia: diferencias de género]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of social networks in preadolescence: gender differences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suárez-García]]></surname>
<given-names><![CDATA[Zara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez-García]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Oviedo  ]]></institution>
<addr-line><![CDATA[Oviedo ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<fpage>30</fpage>
<lpage>39</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1989-709X2023000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1989-709X2023000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1989-709X2023000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las redes sociales se han convertido en un contexto de gran influencia en la socialización, el aprendizaje y la formación de la personalidad de infantes y adolescentes. El presente trabajo parte de dos objetivos. Por un lado, conocer la prevalencia de uso de redes sociales en una muestra de preadolescentes españoles, analizando qué redes sociales usan más y posibles diferencias en función del género. Por otro lado, conocer a quién siguen y qué tipo de contenidos ven en las redes sociales, analizando también posibles diferencias entre ellos y ellas. Para ello, se aplicó un cuestionario de autoinforme sobre uso de redes sociales a 548 estudiantes (49.7% chicas) de 6º de Educación Primaria (10-13 años). Los resultados obtenidos muestran un uso generalizado de las redes sociales en estas edades. Principalmente se usan aplicaciones que permiten compartir y ver vídeos, así como aplicaciones de mensajería instantánea. El patrón de uso muestra resultados congruentes con los roles de género tradicionales. Los chicos siguen más que las chicas publicaciones sobre deporte o videojuegos. Las chicas siguen más que los chicos publicaciones sobre música, moda, salud/belleza, política, arte y famosos. Las chicas siguen a través de redes sociales a familiares, en mayor medida que los chicos. Se discuten las principales implicaciones educativas de estos resultados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Social networks have become a context of great influence in the socialization, learning and formation of the personality of children and adolescents. This work has two objectives. On the one hand, to know the prevalence of the use of social networks in a sample of Spanish preadolescents, analyzing which social networks they use more and possible gender differences. On the other hand, knowing who they follow and what kind of content they see on social networks, also analyzing possible gender differences. For this, a self-report questionnaire on the use of social networks was applied to 548 students (49.7% girls) in the 6th year of Primary Education (10-13 years old). The obtained results show a generalized use of social networks in these ages. Applications that allow sharing and viewing videos, as well as instant messaging applications, are mainly used. The pattern of use shows results consistent with traditional gender roles. Boys follow publications about sports or video games more than girls. Girls follow publications about music, fashion, health/beauty, politics, art and celebrities more than boys. Girls follow family members through social networks to a greater extent than boys. The main educational implications of these results are discussed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aplicaciones móviles]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
<kwd lng="es"><![CDATA[Internet]]></kwd>
<kwd lng="es"><![CDATA[Socialización]]></kwd>
<kwd lng="es"><![CDATA[Redes sociales]]></kwd>
<kwd lng="en"><![CDATA[Mobile apps]]></kwd>
<kwd lng="en"><![CDATA[Primary Education]]></kwd>
<kwd lng="en"><![CDATA[Internet]]></kwd>
<kwd lng="en"><![CDATA[Socialization]]></kwd>
<kwd lng="en"><![CDATA[Social networks]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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