Adolescentes y redes sociales: identidad digital, autoestima y validación social

Noelia Gutiérrez-Martín; Eva Ordóñez-Olmedo

doi:10.31921/doxacom.n42a3049

Authors

Noelia Gutiérrez-Martín, PhD Catholic University of Ávila https://orcid.org/0000-0002-3524-1280
Eva Ordóñez-Olmedo, PhD International University of La Rioja https://orcid.org/0000-0002-6220-0302

DOI:

https://doi.org/10.31921/doxacom.n42a3049

Keywords:

adolescence, social media, digital identity, mental health

Abstract

The digital identity—the construction of the self in virtual environments through information and communication technologies—has become a central phenomenon in contemporary adolescent socialization. This article examines how digital identity is configured in adolescents aged 12 to 16 and identifies the most frequent psychosocial risks associated with this construction, including self-image, external validation, overexposure, and hypersexualization. A mixed-methods design was employed, consisting of two complementary phases. Firstly, a two-round Delphi technique was conducted with 14 experts from the educational, health, and psychological fields to achieve professional consensus. Subsequently, two focus groups were held with 32 enrolled adolescents to explore their direct experiences and perceptions. The findings reveal clear patterns in the creation of an idealized self-image, a strong pursuit of social approval via "likes" and followers, and the frequent adoption of alternative identities under anonymity. Regarding preventive strategies, those most valued include media literacy, critical and dialogic parental mediation, and the fostering of emotional and digital competencies. Furthermore, the study underscores the crucial importance of incorporating the adolescents' own perspectives in the development of curricular materials and educational programs. These results offer practical, evidence-based guidelines for families, educators, and psychosocial professionals, aiming to promote healthier digital development.

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Author Biographies

Noelia Gutiérrez-Martín, PhD, Catholic University of Ávila

PhD in Social Communication from Universidad San Pablo CEU. She holds a degree in Information Systems Engineering from Universidad Católica de Ávila. Since 2014, she has served as Director of the Data Processing Center at Universidad Católica de Ávila, where she has been part of the team leading the university's digital transformation.

She teaches in the Bachelor's Degree in Computer Engineering and in the Bachelor's Degree in Security Policies, as well as in the Master's Degree in Management and Leadership of Educational Centers at Universidad Católica de Ávila.

Her current lines of research focus on digital transformation in education and the impact of new technologies on social relationships—particularly among minors—having presented papers on these topics at various conferences. She is also the Director of the Research Group on Educational Diversity (GIDE) at Universidad Católica de Ávila.
Eva Ordóñez-Olmedo, PhD, International University of La Rioja

PhD with honors (Cum Laude) and recipient of the Extraordinary Doctorate Award in the Social Sciences Program at Pablo de Olavide University. Holds a Master’s Degree in Education for Development, Social Awareness, and Culture of Peace; a Bachelor’s Degree in Psychopedagogy; and a Degree in Primary Education. Member of the research group HUM-971 INNOVAGOGÍA.

Accredited by ANECA as a Tenured Professor (Profesora Contratada Doctora), currently teaching in the Education Degree programs and the Master's in Teacher Training at the International University of La Rioja (UNIR) and the University of Córdoba.

Speaker at international conferences on the topic of assessment in virtual teaching, through a faculty training program at UCAVILA.

My specialization lies in the development of competency-based curricula and innovative teaching methodologies, which are crucial for preparing young people to face contemporary challenges. As a prolific author of high-impact articles (JCR Q1, Q2, Scopus, etc.) and academic books, my publications explore how essential skills are acquired across different educational stages. My research extends through international collaborations and academic stays at prestigious institutions such as Suor Orsola Benincasa University – Faculty of Education Sciences (Naples, Italy) and the University of Southampton (United Kingdom). I also regularly share insights at international conferences, with a growing interest in how digital environments shape adolescent development.

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