Relações entre uso de telas e manifestações de desatenção e hiperatividade: um estudo psicopedagógico com estudantes do ensino médio

Abstract

In recent years, hyperconnectivity has shaped how we see and interact with the world around us, transforming social, emotional, and educational dynamic. These changes have been widely discussed in the literature, based on evidence-based analyses of the relationship between increased screen time and negative outcomes in learning consolidation and attention span in young adolescents. In this context, deficits in education and executive functions have been confused with neurodevelopmental disorders, such as Attention Deficit Hyperactivity Disorder (ADHD). Therefore, psychopedagogical intervention plays a fundamental role in the early detection of difficulties that may interfere with school performance, enabling more effective interventions aligned with the real needs of students. Thus, this research aimed to collect data, through the application of a structured questionnaire, in order to identify possible relationships between screen use and aspects of students' attentional behavior. The study was conducted with 25 students in the 2nd year of high school from a full-time public school located in the municipality of João Pessoa, aged between 16 and 18 years. As a result, the greatest impairment in sustained attention is highlighted in relation to hyperactivity, indicating that excessive use of electronic devices affects attentional processes more than hyperactivity behaviors.