Socio-emotional development of digital leisure practices in elementary and secondary school students
Abstract
The socio-emotional development of elementary and secondary school students is strongly influenced by their digital leisure activities. This research analyzed, through a systematic review, the impact of these virtual recreational activities on the well-being and socialization of minors. Following the PRISMA guidelines, indexed databases were explored to evaluate bibliometric indicators (authors, institutions, countries, sources, documents, and areas of knowledge), contrasting the quantitative data with the qualitative analysis of the selected literature. The research reveals a field in consolidation with low output per author and institution, but with a strong presence from Spain (20 documents) and a predominance of Social Sciences (38.9%) and articles (62.1%). A methodological contradiction exists: Psychology and Medicine appear relegated in the macro indicators, despite empirical literature demonstrating their central role in children's mental health and emotional self-regulation. Digital leisure should no longer be evaluated using punitive or quantitative approaches based on screen time, as it contributes to the development of digital skills and academic competencies. The socio-emotional success of the student requires the qualitative mediation of families and the school transformation towards hybrid models of learning and digital feedback.
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