[Association between technology addiction and academic performance in Latin American university students in 2024]

Abstract

Introduction: The use of new technology devices connected to the Internet is daily access for most university students, who may become addicted to it with a negative impact on their academic performance.

Objective: To determine the relationship between addiction to technological equipment and poor academic performance.

Methodology: An observational and correlational design was applied. The study population was made up of Latin American university students in 2024. Technology addiction was measured with the Labrador JF questionnaire and academic performance with a perception test. A telematic questionnaire distributed through social networks was applied. Descriptive and analytical statistics were applied with the Epi Info 7™ program.

Results: The sample included 445 students, 320 women (71.91%) with a mean age of 23 ± 9 years and 125 men (28.09%) with a mean age of 22 ± 7 years. Most reside in Peru and Paraguay. The most used devices were cell phones and computers (46.74%). 68.99% (n 307) do not have their own economic income. The average time spent daily using these electronic devices was 4 hours. Addiction to technological equipment was detected in 165 (37.08%) students and low academic performance was reported by 281 students (63.15%). Analyzing both variables, a statistically significant association was found: RR 1.21 (95% CI 1.05 – 1.39) (p 0.01).

Conclusions: A statistically significant association was found between dependence on technological equipment and low academic performance in university students. Timely detection of this habit and the application of therapeutic strategies to mitigate the excessive use of electronic equipment are recommended.