Internet Addiction (IA) and phubbing are prevalent, disruptive behaviours among university students. The aim of this study was to explore the relationship between IA and Phubbing with psychological variables (impulsiveness, self-esteem, and psychological distress), academic performance and self-perception of mathematical competence (SMC), as well as possible gender differences. Results showed (n = 715; Mean Age = 21.7) gender differences in lack of planning, emotional investment and somatisation and IA correlated positively with app addiction, mobile addiction, and psychopathology. A total of 26.3% of IA can be explained by a lack of self-control, time and performance management, mobile phone addiction, anxiety and psychological distress. Finally, 71% of students believe that the use of new technologies has worsened their SMC and this is correlated with impaired communication, obsession with mobile phones, IA (Total Phubbing Scale) and impulsiveness. Our results indicate the importance of taking into account psychological variables that affect the development of IA, phubbing, and SMC in the university population.

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The active participation of teachers in the process of diagnosis and intervention of Attention-Deficit/Hyperactivity Disorder (ADHD) is relevant to helping mitigate future problems in children with ADHD. In training programmes, teachers usually implement strategies to improve the child’s functioning after participating in an ADHD management-training programme. However, they receive little psycho-educational training and coaching and have low-to-moderate levels of knowledge of the disorder, mostly in terms of training in classroom management strategies. This study analyses the effectiveness of training in increasing knowledge and perceived self-efficacy with regard to ADHD in 40 primary school teachers. Twenty of these teachers participated in a long-term psycho-educational training programme on the management of ADHD (intervention multimodal group), while the other 20 did not (control group). The results of the post-treatment phase revealed statistically significant differences between the two groups of teachers with regard to their knowledge (Z = −5.427; p = 0.000; d = 0.89) and perceived self-efficacy (Z = −5.150; p = 0.000; d = 0.79), in favour of the participants who had received training. Our findings have important implications for the design of training programmes for teachers in the management of ADHD in the classroom.

En la actualidad buena parte del alumnado universitario utiliza las NTIC en sus estudios, así como en actividades formativas y de ocio. Un uso inadecuado de las mismas puede afectar a su rendimiento académico y bienestar psicológico, pudiéndose incluso desarrollar una adicción a internet. El phubbing es una manifestación ligada a la conducta de adicción a nuevas tecnologías que consiste en ignorar a otras personas por el uso del teléfono móvil o internet dificultando la interacción social con los demás. Una vez se han establecido en el estudiante estas conductas disfuncionales se hace necesario encontrar espacios educativos donde detectarlas y poder orientarlas. La tutoría universitaria es un escenario idóneo para abordar algunas manifestaciones negativas del phubbing, hecho que supondría un beneficio académico, personal, social y en un futuro laboral de los universitarios. El objetivo del presente artículo es identificar aspectos susceptibles de acompañamiento tutorial en el uso de las nuevas tecnologías de alumnado de enseñanzas universitarias del ámbito de la educación artística.

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