Internet y su repercusión en la Inteligencia Emocional de los estudiantes jóvenes mayores de 18 años en ecuador: Paradigma del sexo virtual
- Autores: Williams Marcelo Basantes Valverde
- Directores de la Tesis: José Antonio Díaz Martínez (dir. tes.), Luis Carmenate Fuentes (dir. tes.)
- Lectura: En la UNED. Universidad Nacional de Educación a Distancia ( España ) en 2025
- Idioma: español
- Número de páginas: 443
- Tribunal Calificador de la Tesis: Teodoro Hernández de Frutos (presid.), Verónica Díaz Moreno (secret.), Gerardo Hernández Rodríguez (voc.)
- Programa de doctorado: Programa de Doctorado en Análisis de Problemas Sociales por la Universidad Nacional de Educación a Distancia
- Materias:
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- Resumen
Today, the Internet encompasses the entire technological universe. Even countries in extreme poverty have basic notions about the advantages offered by the global network. In addition, its use is part of the wonderful devices that we have at hand; which cause us to reach addiction. So much so, that the network itself is responsible for promoting its use in any age range; students are the most likely to have behaviors accepted by society (Zarzour et al., 2020).
Pointing out, that the new millennium brought with it the extraordinary virtual world. In which, supposedly, every young student appropriates technological knowledge; without considering the consequences that entail. However, educational institutions at any level are incapable of suppressing the omnipresence of Information and Communication Technologies (ICT). So much so, that these institutions should be in charge of governing use and abuse. But unfortunately, they do not act correctly in the integration of ICT into the educational-social context of the students; that is to say, they fail to combine economic necessity with the characteristics of current technology. Therefore, in the case of Guayaquil/Ecuador, the authorities strive to focus on the 'Good Living' plans. Unfortunately, these are not fulfilled and rather become simple movements within the integration of ICT in the classroom; without noticing, the care that must be taken with the student and his mentality. So much so that the consequences of this procedure can lead to psychological disorders in a mentality that is still in formation and negative emotionality, as the main one. Thus, it can be inferred that young individuals lack a grasp of emotional control and are unaware of the serious consequences posed by the internet, as demonstrated by the Internet sex case (Southern, 2008).
Consequently, in the first part and within Chapter I, we have the 'Theoretical Framework'. In which 3 clearly differentiated sections are circumscribed and in which it is indicated that Emotional Intelligence, together with the human structure, is based on the essential principles of the Intelligence Quotient (Simmons, 1997; Scheyett, 2005). It is in this way that we externalize emotional self-knowledge and can direct it towards neurobiology. For this reason, the following paragraphs project the capacity that intelligence has as a tool to solve the problems that life poses and the meaning of the philosophical thought that it entails (Vásquez y Saltos, 2008; Armstrong et al., 1999).
Before, this is not only a prelude to the qualities that human beings possess and that is why, in the first section, the most basic elements of intelligence are specified; in its vision and its didactic origin (Ander-Egg, 1991; Fong and Hung, 2002; Mestre et al., 2004). Apart from the types, classes and bases of Multiple Intelligences, outlined by Gardner (1993), key concepts of Emotional Intelligence are based as a capacity for personal development. Likewise, reference is made to creativity as a mechanism in the emotional transdisciplinary (Shapiro, 1997; Vinyamata, 2003; Extremera and Fernández-Berrocal, 2001). With this, in section two, the foundations of Emotional Intelligence and its capacitive spheres are established. Where emotion is perceived as an integral part of Rational Intelligence by becoming a cognitive field and also, so that an individual recognizes the sentimental arguments against the emotion that he emits in search of his Interpersonal Intelligence (II) and its improvement. At the same time, an allusion is made, through cognition, to the sentimentality that a subject has as a social entity and to the way in which negativity supports failure (Yates, 2013; Schutte et al., 1998; Gottman, 1993; Davies et al., 1998; Mayer et al., 1990;). Remembering, the emotional aspect and anguish as the objectifications; also to the empathic tools of self-awareness. Later, in the third and final section, key concepts are considered to understand emotion. Making a chronicle of the transmission of emotions and the influence they cause on the development of human relationships. Such as the stage of creativity and psychism, being dynamic emotional emitters (Kantis & Drucaroff, 2011; Martínez-Pons, 1997; Beldoch, 2017; Goleman, 2001; Di Giuseppe and Raymond, 2006; Oaksford et al., 1996). But the emotional environment and empathy are also studied as relationships of the neurological connection with the human structure. Along with emotional preparation, it becomes the channeling of emotional stimulation and control; but related to neurobiology, amorphous mechanics and neurodynamics (Bear et al., 2020; Moratalla, 2010; López-Dortier et al., 2016; Singer and Lamm, 2009; Capaldi, 2004; Feldman, 1994; Kandel et al., 2012; Lutz and White, 1986; Rohr, 1997; Ramírez et al., 2007).
In chapter II it is associated with the Internet, chat and virtual sex; such that this set was called 'The ghost communication'. Where, in four sections, elementary guidelines on the use and abuse of digital devices are outlined in terms of idleness, virtuality and operation (Garsten, 2020; Gargiulo, 2013; Metzner-Szigeth, 2006). Likewise, there is a brief history of the evolution of the network in Ecuador, its ontological technicalities and the consequences of virtuality; including online conversations.
Therefore, in the first section, network censorship within Ecuadorian society is studied. Such that this could be seen as a cultural perspective immersed in globalization and so that isolation does not become a projective edge in the impact, leisure and discernment of a common user. More than anything, in data access and exchange (Boase et al., 2006; Touraine, 2005) and based on this paradigm, technology companies can become specialists in favor of the massification of subscribers; projecting a social reactivation to reduce the digital divide. Furthermore, so that there is great relevance in geographical sectors that are not in line with the first world and that, by obtaining technological knowledge, they are capable of projecting a new society. But considering and counting on Instant Messaging (Chat) as a tool and that its followers share profiles and content securely in the existing repositories in the cloud (Kruger, 2006; Aibar, 1996; Olivardia et al., 2000; Lyotard, 2004; Castells, 2001; Van der Merwe et al., 2005). Therefore, the hosted material is not subject to censorship and is not prone to deception with false filters; so that there are methodologies for the user to self-censor (Hanaoka and Izumi, 2012; Sohmen, 2001; Andujar, 2016; Soengas, 2013). Related to this, in the second section instant messaging and its technicalities are considered as supports of the social moods that make up the Chat processes (Neches, 1991; Magnini et al., 2002; Booch et al., 1997; Gruber, 1993; Nonaka, 1991). Then, it is when the WebChat Ontology is projected as a knowledge structure by having points of convexity in the recursion of the domain. It is even reprogrammed to the reuse of knowledge and its mechanisms within the logical environment (Zhang et al., 2005; Qin and Paling, 2001). Continuing with the cyberchat; where its particularities and those responsible are explained. As well as reference is also made to chatters and the type of language applied in short messaging. Simplifying the idiosyncrasy and becoming a collaborative product between young people; obviously, so that their cultural level does not decline. Taking into account instant messaging software and its diffusion; but considering the sociological and psychological aspects of technological addiction (Chen and Li, 2010; Poláková et al., 2021; Kukulska, 2012; Luna, 2014; Wong et al., 2010; Pessoa, 2016). It was then that it was possible to conclude that digital meetings generated subscribers in the world of digitalization and the Instituto Nacional de Estadísticas y Censos (INEC), as an Ecuadorian organization, there is a marked difference between the generations of network users. That is why the third section addresses issues related to Cartesianism, the relationship with virtual sex and Ecuadorian youth. It is then that Anatomy highlights the impact that sexuality has on self-image. Since maturity encompasses stability and acceptance; especially, considering the feelings that accompany a young man. Apart from the psychosocial consequences of cybersex; where sexuality becomes a prohibitive topic on the Internet (Salazar-Granara et al., 2007; Beltrán, 2015). Since this becomes a scenario prone to fantasy, imagination and obscenity; the same, which are degrading representations of a youthful personality. But for this, Social Networks and Chats are gravitating mechanisms in the socialization of these psychological implications (Benítez, 2019; Zúñiga, 2017; De León and Leys, 2010; Díez, 2003; Aravena and Navarro, 2010). It is then that the study of over sex as a corollary of hypersexuality is prioritized, the cognitive approach of cybersex as an appendix to emotional sexual activity and congenital qualities as intelligent beings (Cuesta et al., 2005). Furthermore, negative sexual objectivity is seen as the commercial logic of sadism in the massification of nudity. Where modesty and sanity do not agree with the values provided by parents or the media. Thus, physical appearance is the initial step to transmit emotions and for cyberculture to exploit the human body (Seto, 2013; Cocks, 2016; Herzfeld, 2015; Tanesini, 1999; Diez, 2021; Irving and Hudley, 2005; Levine, 2012). Therefore, this is where the relationship between virtual sex and gender cyberbullying comes into play. This is the exact moment in which sexual violence becomes the neuralgic point to establish the inference of virtuality and cyberbullying as a contingent of gender inequality and discrimination. Therefore, this is how intimacy and sentimental possession are violated as a consequence of surveillance; where the physical consequences, along with the psychological ones, support the insult as a cause of emotional damage. That is to say, it is the moment when the affected person becomes a potential zealous person by committing crimes of passion. Highlighting that this is the way in which cyberviolence manifests itself and impact on educational communities (Baele et al., 2021; Ehman and Gross, 2019; Scharrer, 2004; McQuade III et al., 2009; Ferreira, 2009; Richie, 2018; Bryson, 2007). However, in the fourth and final section, social culture is exposed as the genetic plasticity of eroticism, the passionate sentimentality of online youth and digital sexuality as an emotional strategy. It is here, that the advance of the Social Networks is indicated, its importance in the social structure and technological addiction. But we must not forget that this is an uncertain section that is not transmuted to the original society (Franco Cárdenas, 2015; Díaz, 2014; Leigh et al., 2012). However, this is only seen from a neutral perspective; hoping that new generations will decline their actions by not valuing love as a subliminal feeling, capable of stimulating healthy sexuality and not as an obsession with imaginary nudity. With this, youth echo the phenomenon established in this century: The paradigm of virtual sex; worse, if it reduces affectivity by projecting fantasies. This is why students, around the age of 20, are the preferred victims of the digital world and therefore feel attracted to cyber debauchery (Okeke, 2021; Yuan and Yuan, 2020; Baldi, 2020; Honneth, 1992; Lew-Starowicz et al., 2020). Having conduct characterized by an abuse of the right to freedom; but without considering the interests of others or assuming consequences.
In the second part, called 'Methodology', the empirical study was carried out and in chapter III, entitled 'Fieldwork and research design', the objectives were determined. Indicating that these aim to raise awareness in Ecuadorian society about the harmfulness of the virtual sex paradigm and its correspondence with Emotional Intelligence. In addition, to see the spaces where this paradigm develops and the social influence that it carries. Continuing with the hypotheses; where, among others, the existing relationships between the process of virtuality and Emotional Intelligence framed in the behavior of a human being during the student period are recorded. Based on the sexual aspect, the age range and the academic periods; moment at which the procedures validate the field research and support the work methodology. Consequently, before the academic conglomerate, it was necessary to request student participation, have institutional support and seek their acceptance; insisting, on the dimension that is intended to be achieved with this research. Using a predictive analysis plan, a methodology for data capture and some online talks with teachers and students; thus, evidencing the methodology. Regarding the instruments, we mention that induction, deduction, analysis and synthesis were applied. Noting that group techniques were used in data collection and statistical software largely supported the analysis; which, together with the questionnaires, became the methodological framework; the techniques for collecting information, in online forms, were the primary sources and the information collected in its entirety, provided by the respondents, were listed as secondary sources. Implicitly, if we delve into the methodology, we note that a practical analysis was carried out within the Ecuadorian university environment. Implicitly, in the central coast region, in three provinces and the universe sample was taken from the student conglomerate belonging to the Bachelor's and Engineering courses; the same, which are part of the three Higher Education institutions chosen for the sample; naming: 1) Universidad de Guayaquil (UG), 2) Universidad Peninsula de Santa Elena (UPSE) & 3) Universidad San Gregorio de Portoviejo (USGP). But clarifying before them, that the object of study was not only the theoretical; but rather it was support so that the digital divide could be abandoned. Consequently, in the results section, students were considered as a sample of the universe and were disaggregated by universities, sex, provinces, age segments and even by academic periods. So much so, that the students were counted and tabulated as what they are: A regular consumer of the World Wide Web (Fowler, 2014; Bain and Allin, 2005). In addition to this, the reliability of the surveys was raised, and the global network was considered as the standard-bearer of the Ecuadorian digital divide. Likewise, student skills and time intervals in the use of the Internet by students were captured (Khazanchi and Khazanchi, 2021; Eraslan-Capan, 2015; Pivo, 2008; Lin et al., 2005). This is related to the technological environment and the common hobbies that young students have on the Internet; indicating the most used websites and applications. This is where the focus of social media on the average student took precedence (Chatterjee et al., 2022; Kennis, 2022). Consequently, this is when the effectiveness of the mobile phone in WebChats and its relationship with youth became known by socializing the porn issue occupied by the academic conglomerate (Gade, 2022). Completing, with a specificity of processes in virtual hookups (Coppola, 2022; Orenstein, 2020; Palloff and Pratt, 2007) and based on an observation matrix, a SWOT analysis (Strengths, Weaknesses, Opportunities and Threats) was diagrammed; reducing it to online infatuation (Nguyen et al., 2022; Goyena, 2004). This was achieved thanks to the systemic linking approach of Ecuadorian university students and for this achievement, emotionality helped as an analogy (Lam et al., 2022; Leaper & Ayres, 2007; Hogan, 2003). Understand this as the reflective emotional relationship between the corporeal spectrum of a person and their internal sentimentality. Where its maximum expression denotes the acceptance and intentionality of the behavior. Therefore, through this, the emotional performance of undergraduate students could be distinguished. (Kohut, 1972; O'leary, 1990; Averill, 1982), the emotional qualification of the youth age group in which they are located (Hall et al., 1968; Desiderio, 2011) and machismo as a support for youth emotional toxicity. Thus, establishing that they were registered as emotional prejudices when they transformed into contempt for women within the university environment; case of misogyny (Dietz, 2020). But this was only considered at the time when the emotional politics of racial intimidation in every study center arose (am Zehnhoff-Dinnesen et al., 2020; Torney-Purta and Barber, 2011). Likewise, student empathy, along with teacher emotionality and the intelligent classroom, was considered as a support in eliminating classroom tedium (Carpena, 2018). But, as an emotional reference, the affective worldview was directed towards classroom depression (Lee et al., 2020). In order to do so, outline the emotional influence of 'Good Living' as a possible solution (Cortez, 2017; Mato, 2009). Then, computational cybernetics and Ecuadorian realism were established as predictors of virtuality by investigating in an analogous way to the real world (Bohórquez, 2018). This is how the pornographic industry was argued (Cuevas Alfonso, 2021; Código Orgánico Integral Penal, 2022) as a support for augmented reality as a tool for cybernetic nudity and holography as a sensory refraction of virtual nudity. Demarcating fetishes and the existing industry in Ecuador, within the topic of female cybernetic modeling, as a pillar of virtual sexuality; considering the webcamers, as evidence, in their sexual work 2.0 and at the same time as marketing as the development of sexual consummation (Pujol Ozonas and Esquirol, 2014). This, by assuming the logic of production and the intimate coercive process as weaknesses in the actions of a covergirl (Vallarta-Rodríguez et al., 2016; Ayala and Ávila, 2018). Confirming, along with virtual sex, as the guilty paradigms of youth destruction (Himanen, 2002; Duque, 2022). It is in this way that the indulgent behaviors of sexual mythomania (Espinar, 2015; Rosenfeld, 1974) and virtual nudity could be described as stimulants of an obsessive mentality in environments of perversion in thoughts and actions (Rojo García, 2002; New American Bible; Meler, 1997). Likewise, substantiating the youthful identity abstraction of the university student immersed in the culture of cybersex (Fernández, 2013; Domínguez, 2010; Odriozola, 2012; Sánchez, 2010) and also, the tabular analysis of the virtual sex. With the support of the Coordinación of Bienestar Estudiantil Universitario (CBEU) and the Departamento of Psicología Educativa (DPE) as members of the three university centers sampled within the age level of [18, 24] years. Thus, externalizing parametric tabulation as an influence on the Ecuadorian youth mentality and creating numerical information graphically. Continuing with the scope of native university students and the socialization of masturbation as reflective pleasure (Bardi et al., 2003). Likewise, containing online debates on the topic of virtual masturbation and its psychosocial consequences. Therefore, this is the moment in which the Chat arrived as a preponderant factor in unplanned pregnancy; assuming the university female as its protagonist (Simón and Aznar, 2014). Likewise, to the modeling of virtual pregnancy (Ávila, 2012) in process diagrams. The reason for this was the consequences of premature marriages caused by non-rational virtuality within the cognitive anchoring bias (Romo, 2008). Validating the virtual procedure of an early marriage with the bias already indicated (González and Herrero García, 2019). To then establish the guidelines of virtual violence, as a method of emotional blackmail, immersed in Ecuadorian universities (Hernández, 2012) and with the process of interconnection, together with the analysis of virtual violence, express its analogy as emotional (Bisquerra, 2011).
At the end, in chapter IV entitled 'Outcome' and through the usual preamble, a section is presented in which the results are discussed; in conclusions and annexes.
