Alfabetización en redes sociales y actividad física en adolescentes: análisis híbrido de causalidad y necesidad
DOI:
https://doi.org/10.47197/retos.v81.119513Palabras clave:
Actividad física , alfabetización en redes sociales, conocimientos globales sobre salud , PLS-SEM, análisis de condición necesaria, carga cognitivaResumen
Antecedentes. La adolescencia es una fase crítica en la formación de hábitos de actividad física para toda la vida. Sin embargo, los adolescentes urbanos están cada vez más atrapados en comportamientos sedentarios debido al dominio de la tecnología digital. Aunque los conocimientos globales sobre salud son ubicuos en el ciberespacio, los mecanismos cognitivos que traducen este conocimiento en acción física, especialmente el papel de la alfabetización en redes sociales, siguen siendo una paradoja raramente explorada de manera holística en la literatura de la educación física.
Objetivo y Métodos. Esta investigación tiene como objetivo investigar la ruta lineal convencional y los prerrequisitos absolutos (condiciones necesarias) de la Alfabetización en Redes Sociales (ARS) y los Conocimientos Globales sobre Salud (CGS) hacia la Actividad Física (AF). Mediante un diseño transversal, el estudio contó con la participación de estudiantes de escuela secundaria en Makassar, Indonesia. El análisis de datos aplica un enfoque metodológico híbrido de Modelado de Ecuaciones Estructurales por Mínimos Cuadrados Parciales (PLS-SEM) y Análisis de Condición Necesaria (NCA).
Resultados. La prueba PLS-SEM muestra que los CGS y la ARS tienen un efecto positivo directo sobre la AF. Sin embargo, hallazgos importantes revelan que la mediación lineal no está respaldada; los CGS no mediaron la relación entre la ARS y la AF. Este callejón sin salida fue superado por el análisis NCA, el cual demostró sin lugar a dudas que la ARS es un prerrequisito absoluto (un cuello de botella principal). Sin una ARS por encima del umbral mínimo, no importa cuántos conocimientos sobre salud absorba un adolescente, estos no se convertirán en una actividad física real.
Conclusión. En lugar de actuar como un puente lineal, la alfabetización en redes sociales opera como un filtro cognitivo crítico que previene la sobrecarga cognitiva y la fatiga mental. Las implicaciones del estudio instan a los responsables de las políticas de educación física a eliminar la "ceguera digital" mediante la integración de la navegación algorítmica en el currículo deportivo para garantizar que los conocimientos sobre salud se traduzcan en un comportamiento activo.
Referencias
Alduosari, M., Albuloshi, T., Alsaber, A., Al Saeed, F., Alkandari, A., Anbar, A., Alboloushi, B., & Helmy, Y. (2025). Influence of social media on cosmetic facial surgeries among individuals in Kuwait: Employing the theory of planned behavior. Frontiers in Digital Health, 7, 1546128. https://doi.org/10.3389/fdgth.2025.1546128
AlNamlah, L., Konswa, A. A., Alakeel, R., & Taieb, H. (2026). The impact of advanced technology and social media platforms on lifestyle medicine: A narrative review. Discover Public Health, 23(1), 227. https://doi.org/10.1186/s12982-026-01479-z
Alshahrani, M. S., Gannamaneni, V. K., Kakaraparthi, V. N., Alahmari, K. A., Alkhamis, B., Reddy, R. S., Tedla, J. S., Dixit, S., Kakaraparthi, L., & Nambi, G. (2025). Health behaviors in school-aged children: Global trends in education, socioeconomic status, and adolescent health. Frontiers in Public Health, 13. https://doi.org/10.3389/fpubh.2025.1514386
Andersen, M. S., & Makransky, G. (2021). The Validation and Further Development of the Multidimensional Cognitive Load Scale for Physical and Online Lectures (MCLS-POL). Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.642084
Bokrantz, J., & Dul, J. (2023). Building and testing necessity theories in supply chain management. Journal of Supply Chain Management, 59(1), 48–65. https://doi.org/10.1111/jscm.12287
Castro, N., Zieff, G., Bates, L. C., Lassalle, P. P., Higgins, S., Faulkner, J., Lark, S., Skidmore, P., Hamlin, M. J., Signal, T. L., Williams, M. A., & Stoner, L. (2023). A Cross-Sectional Investigation of Preadolescent Cardiometabolic Health: Associations with Fitness, Physical Activity, Sedentary Behavior, Nutrition, and Sleep. Children, 10(2). https://doi.org/10.3390/children10020336
Castro-Alonso, J. C., de Koning, B. B., Fiorella, L., & Paas, F. (2021). Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load. Educational Psychology Review, 33(4), 1379–1407. https://doi.org/10.1007/s10648-021-09606-9
Cohen, J. (2013). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Routledge. https://doi.org/10.4324/9780203771587
Collie, R. J. (2022). Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes. Social Psychology of Education, 25(2), 399–424. https://doi.org/10.1007/s11218-022-09691-w
Coombes, L., Bristowe, K., Ellis-Smith, C., Aworinde, J., Fraser, L. K., Downing, J., Bluebond-Langner, M., Chambers, L., Murtagh, F. E. M., & Harding, R. (2021). Enhancing validity, reliability and participation in self-reported health outcome measurement for children and young people: A systematic review of recall period, response scale format, and administration modality. Quality of Life Research, 30(7), 1803–1832. https://doi.org/10.1007/s11136-021-02814-4
Corvetto-Castro, G., Ruíz, M. A. V., Mendoza, M. A. T., Huapaya, J. A. V., Lira, L. A. N., Montalvo, A. T. G., Zedano, F. A. S., & Pérez, V. N. de la C. (2025). Influencia de la motivación de logro por aprender Educación Física y el sedentarismo fuera del horario escolar. Retos, 72, 239–250. https://doi.org/10.47197/retos.v72.115267
de Bruin, A. B. H., Roelle, J., Carpenter, S. K., Baars, M., & EFG-MRE. (2020). Synthesizing Cognitive Load and Self-regulation Theory: A Theoretical Framework and Research Agenda. Educational Psychology Review, 32(4), 903–915. https://doi.org/10.1007/s10648-020-09576-4
Drehlich, M., Naraine, M., Rowe, K., Lai, S. K., Salmon, J., Brown, H., Koorts, H., Macfarlane, S., & Ridgers, N. D. (2020). Using the Technology Acceptance Model to Explore Adolescents’ Perspectives on Combining Technologies for Physical Activity Promotion Within an Intervention: Usability Study. Journal of Medical Internet Research, 22(3), e15552. https://doi.org/10.2196/15552
Dul, J. (2016). Necessary Condition Analysis (NCA): Logic and Methodology of “Necessary but Not Sufficient” Causality. Organizational Research Methods, 19(1), 10–52. https://doi.org/10.1177/1094428115584005
Dul, J., Hauff, S., & Bouncken, R. B. (2023). Necessary condition analysis (NCA): Review of research topics and guidelines for good practice. Review of Managerial Science, 17(2), 683–714. https://doi.org/10.1007/s11846-023-00628-x
Duplaga, M. (2020). The Use of Fitness Influencers’ Websites by Young Adult Women: A Cross-Sectional Study. International Journal of Environmental Research and Public Health, 17(17), 6360. https://doi.org/10.3390/ijerph17176360
Education, G. C. (2015). Topics and learning objectives. Organisation Des Nations Unies Pour l’éducation, La Science et La Culture. Printed in France.
Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
Fox, S., & Rey, V. F. (2024). A Cognitive Load Theory (CLT) Analysis of Machine Learning Explainability, Transparency, Interpretability, and Shared Interpretability. Machine Learning and Knowledge Extraction, 6(3), 1494–1509. https://doi.org/10.3390/make6030071
Hagströmer, M., Oja, P., & Sjöström, M. (2006). The International Physical Activity Questionnaire (IPAQ): A study of concurrent and construct validity. Public Health Nutrition, 9(6), 755–762. https://doi.org/10.1079/PHN2005898
Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R: A Workbook. Springer International Publishing. https://doi.org/10.1007/978-3-030-80519-7
Helvacı, G., & Tayhan, F. (2025). Determinants and relationships of digital addiction, diet quality, and physical activity in adolescents. Frontiers in Public Health, 13. https://doi.org/10.3389/fpubh.2025.1654322
Ibrahim, R. K., Al Marar, Y. A., Salman, M., Jehad, S., Hamza, M. G., Abouelnasr, A. S., Abdelaliem, S. M. F., Alahmedi, S. H., & Hendy, A. (2025). Impact of multiple educational technologies on well-being: The mediating role of digital cognitive load. BMC Nursing, 24(1), 1028. https://doi.org/10.1186/s12912-025-03655-z
Joseph, P. L., & Fleary, S. A. (2024). Designing Health Interventions to Meet the Needs and Experiences of Minoritized Adolescents: #DoubleTap4Health. Health Education & Behavior, 52(2), 166–178. https://doi.org/10.1177/10901981241292313
Lourenço, C., Rakaa, O. B., Vicente, J., Bassiri, M., & Lotfi, S. (2025). Dose-response relationship of weekly physical exercise on fitness of students. Retos, 68, 1185–1195. https://doi.org/10.47197/retos.v68.115382
Malloy, J. A., Kemper, J. A., Partridge, S. R., & Roy, R. (2024). Empowering Young Women: A Qualitative Co-Design Study of a Social Media Health Promotion Programme. Nutrients, 16(6), 780. https://doi.org/10.3390/nu16060780
McAnally, K., & Hagger, M. S. (2023). Health literacy, social cognition constructs, and health behaviors and outcomes: A meta-analysis. Health Psychology, 42(4), 213–234. https://doi.org/10.1037/hea0001266
Megawati, M., Sari, D. K., Elviana, E., Dewi, I. J., Sumunar, C. N. S., Rofiqah, T., Karyanti, K., Arifah, S., Oktasari, M., Novitasari, Z., & Kholili, M. I. (2026). The role of self-control in sports participation and health among junior high school students: A case study in Indonesia. Retos, 76, 624–633. https://doi.org/10.47197/retos.v76.118562
Moreno, D. R., Quintana, J. G., & Riaño, E. R. (2023). Impact and engagement of sport & fitness influencers: A challenge for health education media literacy. Online Journal of Communication and Media Technologies, 13(3), e202334. https://doi.org/10.30935/ojcmt/13309
Nitzl, C., Roldan, J. L., & Cepeda, G. (2016). Mediation analysis in partial least squares path modeling: Helping researchers discuss more sophisticated models. Industrial Management & Data Systems, 116(9), 1849–1864. https://doi.org/10.1108/IMDS-07-2015-0302
Peltzer, K., & Pengpid, S. (2016). Leisure Time Physical Inactivity and Sedentary Behaviour and Lifestyle Correlates among Students Aged 13–15 in the Association of Southeast Asian Nations (ASEAN) Member States, 2007–2013. International Journal of Environmental Research and Public Health, 13(2). https://doi.org/10.3390/ijerph13020217
Pfender, E. J., Bleakley, A., Ellithorpe, M. E., Hennessey, M., Maloney, E. K., Jordan, A., & Stevens, R. (2022). Perceptions of Sports and Energy Drinks: Factors Associated With Adolescent Beliefs. American Journal of Health Promotion, 37(1), 84–88. https://doi.org/10.1177/08901171221113521
Pu, B., & Huang, K. (2025). Modeling the path to digital health intention: The mediating role of system expectation and health beliefs. Frontiers in Public Health, 13. https://doi.org/10.3389/fpubh.2025.1697273
Purington Drake, A., Masur, P. K., Bazarova, N. N., Zou, W., & Whitlock, J. (2023). The youth social media literacy inventory: Development and validation using item response theory in the US. Journal of Children and Media, 17(4), 467–487. https://doi.org/10.1080/17482798.2023.2230493
Richter, N. F., Schubring, S., Hauff, S., Ringle, C. M., & Sarstedt, M. (2020). When predictors of outcomes are necessary: Guidelines for the combined use of PLS-SEM and NCA. Industrial Management & Data Systems, 120(12), 2243–2267. https://doi.org/10.1108/IMDS-11-2019-0638
Ryan, R. M., & Deci, E. L. (2023). Self-Determination Theory. In Encyclopedia of Quality of Life and Well-Being Research (pp. 6229–6235). Springer, Cham. https://doi.org/10.1007/978-3-031-17299-1_2630
Sarstedt, M., HairJr, J. F., Cheah, J.-H., Becker, J.-M., & Ringle, C. M. (2019). How to Specify, Estimate, and Validate Higher-Order Constructs in PLS-SEM. Australasian Marketing Journal, 27(3), 197–211. https://doi.org/10.1016/j.ausmj.2019.05.003
Schuessler, K., Fischer, V., & Walpuski, M. (2025). Investigating construct validity of cognitive load measurement using single-item subjective rating scales. Instructional Science, 53(1), 71–97. https://doi.org/10.1007/s11251-024-09692-6
Shawon, M. S. R., Hossain, F. B., Thabrew, A., Kabir, S. F., Mahmood, S., & Islam, M. S. (2025). Burdens of sedentary behaviour and symptoms of mental health disorders and their associations among 297,354 school-going adolescents from 68 countries. Mental Health and Physical Activity, 28, 100665. https://doi.org/10.1016/j.mhpa.2024.100665
Shmueli, G., Sarstedt, M., Hair, J. F., Cheah, J.-H., Ting, H., Vaithilingam, S., & Ringle, C. M. (2019). Predictive model assessment in PLS-SEM: Guidelines for using PLSpredict. European Journal of Marketing, 53(11), 2322–2347. https://doi.org/10.1108/EJM-02-2019-0189
Skulmowski, A., & Xu, K. M. (2022). Understanding Cognitive Load in Digital and Online Learning: A New Perspective on Extraneous Cognitive Load. Educational Psychology Review, 34(1), 171–196. https://doi.org/10.1007/s10648-021-09624-7
Sluijs, E. M. F. van, Ekelund, U., Crochemore-Silva, I., Guthold, R., Ha, A., Lubans, D., Oyeyemi, A. L., Ding, D., & Katzmarzyk, P. T. (2021). Physical activity behaviours in adolescence: Current evidence and opportunities for intervention. The Lancet, 398(10298), 429–442. https://doi.org/10.1016/S0140-6736(21)01259-9
Sohaib, O., Alshemeili, A., & Bhatti, T. (2025). Exploring AI-enabled green marketing and green intention: An integrated PLS-SEM and NCA approach. Cleaner and Responsible Consumption, 17, 100269. https://doi.org/10.1016/j.clrc.2025.100269
Sondak, M. R., Ardianti, R., Wijaya, S., & Liauw, T. T. (2025). Bridging Parental Influence and Entrepreneurship Education: The Role of Entrepreneurial and Digital Competencies in Shaping Entrepreneurial Career Aspirations. Sage Open, 15(4), 21582440251367512. https://doi.org/10.1177/21582440251367512
Sönmez Sari, E., Terzi, H., & Şahin, D. (2025). Social Media Addiction and Cognitive Behavioral Physical Activity Among Adolescent Girls: A Cross‐Sectional Study. Public Health Nursing, 42(1), 61–69. https://doi.org/10.1111/phn.13446
Sørensen, K., Van den Broucke, S., Fullam, J., Doyle, G., Pelikan, J., Slonska, Z., Brand, H., & (HLS-EU) Consortium Health Literacy Project European. (2012). Health literacy and public health: A systematic review and integration of definitions and models. BMC Public Health, 12(1), 80. https://doi.org/10.1186/1471-2458-12-80
Su, Z., Yang, D., Wang, C., Xiao, Z., & Cai, S. (2025). Structural assessment of family and educational influences on student health behaviours: Insights from a public health perspective. PLOS ONE, 20(9), e0333086. https://doi.org/10.1371/journal.pone.0333086
Suryawati, E., Syafrinal, S., Harfal, Z., Muhson, A., Dianti, P. R., & Sulaiman, N. A. (2024). Mentor, Observe, Support, Take Action (MOST): A model for continuing professional development of teacher leaders. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1352577
Swart, J. (2021). Experiencing Algorithms: How Young People Understand, Feel About, and Engage With Algorithmic News Selection on Social Media. Social Media + Society, 7(2), 20563051211008828. https://doi.org/10.1177/20563051211008828
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1–31. https://doi.org/10.1007/s11031-019-09818-1
Watkins, J. M., Goss, J. M., Kercher, V. M. M., Coble, C. J., Hobson, J. M., Steinfeldt, J. A., Koceja, D. M., Wisner, K., & Kercher, K. (2025). Physical Activity, Social Media Use, Anxiety, Interoception, and Body Image: A Cross-Sectional Study of Rural Adolescents. American Journal of Health Promotion, 39(8), 1137–1146. https://doi.org/10.1177/08901171251346391
Watkins, J. M., Goss, J. M., Schigur, A. P., Kwaiser, M. M., Major, M. G., Coble, C., Wisner, K., Koceja, D., Martinez Kercher, V. M., & Kercher, K. A. (2025). Co-Design with Rural Adolescents to Inform a School-Based Physical Activity and Social Media Literacy Intervention: A Qualitative Study. International Journal of Environmental Research and Public Health, 22(10), 1501. https://doi.org/10.3390/ijerph22101501
Wendt, R., Naderer, B., Bachl, M., & Rieger, D. (2023). Social Media Literacy Among Adolescents and Young Adults: Results From a Cross-Country Validation Study. Social Media + Society, 9(4), 20563051231216965. https://doi.org/10.1177/20563051231216965
Wu, J., Shao, Y., & Zang, W. (2025). The impact of physical exercise on adolescents’ mobile phone dependency: The serial mediating role of self-esteem and depression. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1471657
Zahrai, K., Veer, E., Ballantine, P. W., de Vries, H. P., & Prayag, G. (2022). Either you control social media or social media controls you: Understanding the impact of self-control on excessive social media use from the dual-system perspective. Journal of Consumer Affairs, 56(2), 806–848. https://doi.org/10.1111/joca.12449
Zhang, L., Chen, X., & Wan, H. (2025). Effects of a personalized PERMA-based intervention on the mental health of junior high school students: A randomized clinical trial. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1535744
Zhao, P., Ma, K., Ji, Z., & Jiang, G. (2024). Effects of Task Interference on Kinematics and Dual-Task Cost of Running in Early Childhood. Sensors, 24(5), 1534. https://doi.org/10.3390/s24051534
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Muh Said, Arismunandar Arismunandar, Suardi Suardi, Syamsuardi Syamsuardi, Usman Usman
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
