International Journal of Adolescence and Youth

ISSN: (Print) (Online) Journal homepage: www.tandfonline.com/journals/rady20

Emotional intelligence, human values, creation

and dissemination of content on social networks
by girls in countries with emerging economies

John D. Hoyos-Cifuentes, Fiorela A. Fernández-Otoya, Wilson F. Rodríguez-

Gómez & César A. Bernal-Torres

To cite this article: John D. Hoyos-Cifuentes, Fiorela A. Fernández-Otoya, Wilson F.

Rodríguez-Gómez & César A. Bernal-Torres (2024) Emotional intelligence, human values,
creation and dissemination of content on social networks by girls in countries with
emerging economies, International Journal of Adolescence and Youth, 29:1, 2306886, DOI:
10.1080/02673843.2024.2306886

To link to this article: https://doi.org/10.1080/02673843.2024.2306886

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INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH
2024, VOL. 29, NO. 1, 2306886
https://doi.org/10.1080/02673843.2024.2306886

Emotional intelligence, human values, creation and dissemination

of content on social networks by girls in countries with emerging
economies
John D. Hoyos-Cifuentesa, Fiorela A. Fernández-Otoyab, Wilson F. Rodríguez-Gómez c

and César A. Bernal-Torres c

a
Department of education, Corporación universitaria minuto de Dios – UNIMINUTO, Bogotá D.C, Colombia;
b
Education school, Grupo de Investigación en Informática Educativa y TIC, Universidad Católica Santo Toribio de
Mogrovejo, Chiclayo, Perú; cEscuela Internacional de Ciencias Económicas y Administrativas, Universidad de La
Sabana, Chía, Colombia

ABSTRACT ARTICLE HISTORY

This study examines the relationship between emotional intelligence, the Received 18 July 2023
use of social networks (to create and share content), and adolescent girls’ Accepted 12 January 2024
practice of human values. A descriptive and exploratory analysis was KEYWORDS
conducted, involving a survey of 491 girls in Colombia and Peru, aged 8 Adolescents; emotional
to 18 and in grades three to eleven. Excluding Instagram and TikTok, no intelligence; human values;
significant differences were found between the type of network used and social networks; girls;
the level of emotional intelligence management. Furthermore, no rela­ content creation
tionship was found between the social media platform used and the girls’
experience of values. Differences were found in Clarity, Repair, and Values,
but not in Attention and Content, when comparing between age groups
or educational levels. These results hold importance for those involved in
the development of this population, given the significance of emotional
intelligence management, social media usage, and the experience and
practice of human values for girls.

Introduction
It is undeniable that the behaviour across different life stages of individuals, particularly during
adolescence, is influenced by a diversity of personal, familial, social, and technological factors (Pérez-
Fuentes et al., 2019). From this perspective, given that adolescence is a period characterized by
psychological, biological, social, and cognitive changes, individuals necessitate the development of
the capacity to confront various challenges related to interpersonal relationships, social influence,
new responsibilities, academic demands, peer pressure, and a myriad of other situations. In this
context, emotional intelligence (EI), social networks, and the practice of human values play
a significant role (Collado-Soler et al., 2023; Kong et al., 2019; Unicef, 2022).
In correspondence with the aforementioned, various studies demonstrate that over the past
decades, adolescents have been facing significant deteriorations in their mental health, particularly
concerning anxiety and low self-esteem. Emotional intelligence (Collado-Soler et al., 2023; De la
Barrera et al., 2023; Durlak et al., 2022; Gutiérrez-Cobo et al., 2023; Lea et al., 2023; Salavera & Usán,
2020), social networks (Gracia Granados et al., 2020; Mao et al., 2017; Melo, 2021; Patel & Binjola,
2020; Prats Fernández et al., 2018), and the practice of human values (Bilsky et al., 2013; Pérez-

CONTACT Wilson F. Rodríguez-Gómez wilsonrodgo@unisabana.edu.co

© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.
org/licenses/by-nc/4.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work
is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or
with their consent.
2 J. D. HOYOS-CIFUENTES ET AL.

Fuentes et al., 2019; Schwartz, 2007), with a particular emphasis on the relationship among these
three variables, play a significant role. Hence, there is a growing interest among academics, families,
and stakeholders in well-being promotion to gain insights into this issue. These reasons underscore
the importance of investigating this topic, which is the focus of this article, specifically addressing
girls from low socioeconomic strata in two cities across two countries with emerging economies.

Emotional intelligence (EI) in adolescence

According to Mayer and Salovey (1997), EI is the capacity or ability of people to perceive, evaluate,
understand, and assertively express emotions to promote their emotional and intellectual balance.
For the cited authors, there are four levels of abilities to reason effectively about emotions and
improve thinking in order to encourage academic growth and emotional development: the first is
the level of perceiving emotions, which is the lowest through facial expressions and their meanings,
the second level is directly related to the ability to facilitate thinking through the management of
emotion, the third level is that of understanding that aims to label to establish relationships
associated with changes in emotions and the fourth level consists of having the ability to control
those emotions in oneself and others effectively.
On the other hand, for Mayer et al. (2008), EI includes motivations, mental abilities, interpersonal
and intrapersonal skills, and personality traits. For Goleman (2012), EI is a compendium of skills that
people develop to identify, understand, and manage their feelings and emotions in an assertive,
empathetic, constructive, and self-motivated way. Also, EI is related to self-concept and people’s
ability to assertively guide their emotions and therefore their behaviour (Esnaola et al., 2017; Lea
et al., 2023). In this sense, the EI is very important in all stages of life, particularly in adolescence
because it is a critical stage of life, which involves changes in physical and psychological develop­
ment, such as the search for identity and autonomy, emotional reaction, and social interaction along
with new cognitive skills (Coelho et al., 2016; Collado-Soler et al., 2023).
In this regard, EI is considered a key factor for the lives of adolescents because emotions are
essential not only in their personal behaviours but also in their interpersonal relationships (Collado-
Soler et al., 2023). Depending on how each adolescent handles the emotions she interacts with her
peers, it affects her mental health and well-being (De la Barrera et al., 2023). Likewise, adolescents’
emotion management skills affect their academic performance (Blair et al., 2018) and anxiety levels
(Durlak et al., 2022).
According to Vega et al. (2022) and Gómez-Baya et al. (2017), assertive adolescents with their EI
present low levels of depression and anxiety and better psychosocial adjustment. They also report
feeling happier (Abdollahi et al., 2015; Zhao et al., 2020). In this sense, when adolescents improve
their emotional skills, they can achieve a general balance of their emotional and interpersonal
experiences and this leads to a more positive perception of their lives (Lea et al., 2023). In this
regard, there is research that shows a direct positive relationship between EI and positive self-
concept, self-confidence, and good academic performance in adolescents (Gutiérrez-Cobo et al.,
2023; Salavera & Usán, 2020).
UNICEF (2022) states that, in general, a large part of mental health disorders in adolescents begin
to manifest around the age of 14, and that these disorders can be overcome with good guidance in
managing their emotions. For this reason, it calls on family members and people from academic
institutions to contribute to developing in adolescents’ skills related to the management of affec­
tivity, emotions, and mental health care.
In this same perspective, recent studies show emotional difficulties in the lives of adolescent girls
caused by low levels of management of their emotions (Márquez & Long, 2021; Orben et al., 2022),
a situation that has motivated the interest of several researchers to analyse the factors that lead
adolescents to emotional instability and also those that can contribute to reducing these instabilities
(Blasco-Belled et al., 2020; Diener et al., 2018).
 INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 3

In this regard, various investigations have identified family and people in educational centres
(teachers and particularly friends) as the main sources of psychosocial support for adolescents with
low EI skills (Azpiazu et al., 2023; Bokhorst et al., 2010; Esnaola et al., 2017; Lea et al., 2023; Moore
et al., 2018). For this reason, developing skills in adolescents for adequate EI is essential since it allows
them to face the challenges and opportunities of life, reduces stress, anxiety, and depression, and
improves their interpersonal relationships (Usán Supervía et al., 2020); It facilitates learning pro­
cesses, reduces violent behaviour, and reduces the consumption of alcohol and hallucinogenic drugs
(Pérez Mármol et al., 2023).

Emotional intelligence and social networks

Another important aspect in the lives of adolescents is social networks, which have become part of
their daily lives and are used to obtain, create, and share information, interact quickly, and with more
people from different parts of the planet in real-time., distract oneself, express one’s potential, etc.,
but also isolate oneself from family and society, as an addictive means and generator of maladaptive
behaviours (Mao et al., 2017; Prats Fernández et al., 2018).
Social media provides extensive opportunities for sharing emotional experiences, gaining insights
into diverse social environments, influences, values, and broader cultural trends. Antheunis et al.
(2016) discovered a positive association between social media use and friendship quality as well as
social capital among early adolescents. However, the flip side reveals that the misuse of social media
may result in adverse effects, including social isolation, insecurity, addiction, and challenges in
emotion regulation. According to Piccerillo and Tescione (2023), concerns arise over the significant
time young individuals spend on these platforms and its potential impact on various aspects of their
lives, including emotional well-being, body image, physical activity levels, and real-life social inter­
actions. Notably, the role of emotional intelligence emerges as crucial in assisting adolescents in
navigating their use of social media.
Recent studies on social networks show that the uncontrolled use of these networks has become
a risk factor for mental health in adolescents (Gracia Granados et al., 2020). There are various
investigations that have identified a direct relationship between depressive symptoms and low self-
esteem with the inappropriate (compulsive) use of social networks (Li et al., 2018; Vahedi & Zannella,
2019). According to Pontes et al. (2018), the greatest propensity for addiction to social networks
occurs in adolescents who frequently use the greatest number of social networks (WhatsApp,
Instagram, Tik-Tok, YouTube, Facebook, Twitter, YouTube, etc.). Social networks where information
of various kinds is shared, including messages, photos, videos, etc., pertaining to life (Collado-Soler
et al., 2023).
According to Carli et al. (2013), additive or dependent behaviour on social networks by many
adolescents is significantly associated with disorders such as depression, anxiety, low self-esteem,
symptoms of attention deficit hyperactivity disorder, and obsessive symptoms. -compulsive and
symptoms of hostility and aggression. For the author, these behaviours are largely due to poor
management of EI by adolescents.
In summary, social networks are having different impacts (positive and negative) on the lives of
adolescents who are the largest users of these networks and because these impacts are related to EI,
it is important to understand how to take advantage of that intelligence to use networks for well-
being and minimize negative effects (Melo, 2021; Patel & Binjola, 2020). On the other hand, the
literature review does not show research that analyzes the type of content that is created and shared.

Emotional intelligence, social networks, and human values

An aspect closely related to EI and social networks is the principles or values on which adolescents
are based, because these are the ones that guide their behaviour and decision-making (Bilsky et al.,
2013; Pérez-Fuentes et al., 2019; Schwartz, 2007). In this sense, although, in general, research on
4 J. D. HOYOS-CIFUENTES ET AL.

human values has been increasing in recent decades, due to the implications that these have for
people’s lives and for society (Bilsky et al., 2013; Páez Gallego et al., 2020), there are few studies on
the topic that analyse the relationship between values and emotional states in adolescents (Bilsky
et al., 2013). From this perspective According to Pérez-Fuentes et al. (2019), in adolescents there
tends to be a positive relationship between behaviour based on values and their positive emotional
states.
On the other hand, regarding social networks, values determine the type of messages that
adolescents create and share on the social networks that they use and also, the type of messages
they consult (Páez Gallego et al., 2020; Prats Fernández et al., 2018). People with solid principles or
values are prone to create and share, as well as consult dignifying information that contributes to
their own well-being and that of others (Prats Fernández et al., 2018).
Against this backdrop, this article aims to investigate the specific dynamics of emotional intelli­
gence, social networks, and human values among adolescent girls from low socioeconomic strata in
two cities across two countries with emerging economies. Our investigation is initiated by inquiring
into the following hypotheses, setting the foundation for our exploration: i) There exists a correlation
between the level of emotional intelligence and the degree of participation in social networks
among adolescent girls. ii) Girls with higher scores in emotional intelligence will exhibit distinct
interactions on social networks compared to those with lower scores. Iii) The type of content created
on social networks is associated with variations in the practice of human values among adolescent
girls. iv) The frequency and nature of content creation on social networks are related to the
development and expression of prosocial behaviours and values among adolescent girls.
These hypotheses not only guide our investigation but also contribute to the broader discourse
on the intricate interplay between emotional intelligence, social networks, and human values during
adolescence. Understanding these relationships is pivotal for developing strategies that promote
positive mental health and well-being in this crucial life stage.

Methodology
This research corresponds to a descriptive exploratory study that is supported by quantitative
analysis.

Participants
The participants in this study comprised a sample of girls aged between 11 and 18, attending public
schools in low socioeconomic strata in the cities of Bogotá, Colombia, and Chiclayo, Peru. For the
participant selection process, over 600 girls were invited to voluntarily participate with the explicit
consent of their parents or guardians. To maintain the utmost confidentiality, participants were
assured through informed consent that their information would be handled anonymously, with data
represented using codes rather than personally identifiable details. This commitment aligns with
data protection regulations. The study commenced in March and concluded in June 2022, with
participants completing the questionnaire over a four-month period.
The selection of only girls stems from the recognition that, while there is no consensus
regarding differences in the relationship between Emotional Intelligence (EI) and social networks
among adolescents (Jiménez-Boraita et al., 2020; Llamas-Díaz et al., 2023; Moshe et al., 2016),
other studies do indicate significant distinctions. Jiménez-Boraita et al. (2020) posit that the
female population tends to be more emotionally sensitive and, consequently, engages in
a greater use of social networks than males. In a similar vein, Melguizo-Ibáñez et al. (2023) assert
that during adolescence, females tend to exhibit more emotional states of anxiety, stress, and
low self-concept than males. According to Ehmke (2020), the relationship between the use of
social networks and levels of anxiety and decreased self-esteem tends to be higher in girls than
in boys. This could be attributed to the fact that girls tend to socialize more than boys,
 INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 5

particularly with other girls, as part of their identity development, rendering them significantly
more vulnerable to the effects of social networks than boys.
It is worth noting that Bogotá (Colombia) and Chiclayo (Peru) are two cities where
a considerable portion of the population, especially girls residing in areas classified as low
socioeconomic strata, experience conditions of marginalization, poverty, social exclusion, a lack
of various resources (economic, social, time availability, etc.), and face constant risks of various
kinds.

Instrument
The instrument used to collect the information consisted of a questionnaire designed on a Likert scale
from 1 to 5 points, where 1 represents total disagreement and 5 total agreements, according to the
statements in each item evaluated. The questionnaire was made up of four sections related to preferred
social networks (section A), the type of content created for social networks (section B), the TMMS
emotional intelligence test (section C) and a test related to practice of human values (section D). The
validation of the content of sections A and B was carried out with criteria based on usage trends in social
networks.
The construction of items in Section A (Type of Social Network) was undertaken based on
a comprehensive review of the literature on the topic, drawing extensively from the perspectives
presented by Pontes et al. (2018), Vahedi and Zannella (2019), and Li et al. (2018). Similarly, the items
in Section B were also developed through a literature review, with a specific focus on the insights
provided by Collado-Soler et al. (2023).
For section C, the adapted TMMS questionnaire (Trait Meta-Mood Scale) was used, based on the
original model of Salovey and Mayer, which consists of 24 items grouped into three factors, of which
8 items are directed towards the attention span of the own emotions, both feeling and adequately
expressing emotions, 8 items- to assess the clarity and understanding of one’s own emotional states
and 8 items focused on emotional repair, that is, on the ability to regulate one’s own emotional
states.
It is important to clarify that, for the evaluation of EI, there are several instruments, those aimed at
evaluating self-perception – instruments in which participants express their own perception of the
abilities to express their emotions -, those aimed at evaluating performance – instruments where
participants must solve problems with correct and incorrect answers (Llamas-Díaz et al., 2023) and
mixed instruments – where participants express their self-perception and are also faced with solving
problems (Koydemir & Schütz, 2012; Llamas-Díaz et al., 2023). From this perspective, for the purposes
of this research, the self-perception approach was used and for that purpose, the Trait Meta-Mood
Scale (TMMS) was used as it is one of the most used scales to evaluate self-perceptions of EI in
adolescents and adults (Salguero et al., 2010).
Section D was oriented to evaluate the practice of human values formed by 13 items focused on
the analysis of the behaviour of people towards themselves and with others in relation to the respect
and the treatment with other people, hard work and the concept of justice, among others. The items
in this section were constructed based on a literature review focusing on human values in adoles­
cence, particularly drawing from the perspectives outlined by Schwartz (2007). It is noteworthy that,
prior to the administration of the data collection instrument, validation was conducted through its
application to a pilot sample of 50 girls, with a profile identical to those participating in the study.
Adjustments of various kinds were made to the final questionnaire used for data collection in this
study based on the results obtained from the pilot sample.
As a whole, the questionnaire comprises 46 statements related to the 4 sections previously
described and 5 statements concerning the place of birth, age, current school level and home
structure and composition. It is worth noting that the application of the questionnaire was by virtual
means.
6 J. D. HOYOS-CIFUENTES ET AL.

The reliability of the questionnaire was examined, applying Cronbach’s Alpha index for sections B,
C and D, obtaining an Alpha of 0.91, 0.94 and 0.95 respectively. These values indicate that the
statements in each section of the questionnaire measure the intended variables.
The survey results may present bias inherent to the response to this type of statement, such as the
way in which they are designed, unanticipated communication barriers, and subjectivity (Choi & Pak,
2005; Dlamini et al., 2022).

Descriptive analysis participants

The study participants are female students from schools in Colombia and Peru, between ages 8–18
from grades 3–11. From a total of 600 girls invited to participate voluntarily with the authorization of
parents, school directors, and teachers, 491 of them participated in the study after learning about its
objectives. Table 1 presents the sample profile of the girls participating in the study.
For this sample of students, the most used social networks were WhatsApp (70.67%), Tiktok
(47.66%), YouTube (42.36%), Facebook (41.96%), and Instagram (33.4%); to a lesser extent the use of
Twitter (8.55%) and Kwai (8.15%) is reported. Likewise, it is found that 37.88% make use of a single
social network, compared to 31.77% who use two or three different networks and 28.51% who use
more than three social networks. Finally, 1.83% say they do not use social networks, which, although
it would be expected to be minors, corresponds to 9 students, one for each grade from third to tenth.
On the other hand, the students surveyed make more frequent use of social networks to create
content related to funny videos, videos with animals, choreography, and music videos. Less frequent
is the creation of conventional video scenes and video games.

Table 1. Profile of the sample.

CHARACTERISTIC FREQUENCY RELATIVE FREQUENCY
Age
8 51 10.39%
9 25 5.09%
10 55 11.20%
11 72 14.66%
12 16 3.26%
13 65 13.24%
14 42 8.55%
15 91 18.53%
16 54 11%
17 14 2.85%
18 6 1.22%
Degree
Third 54 11.00%
Fourth 23 4.68%
Fifth 61 12.42%
Sixth 78 15.89%
Seventh 72 14.66%
Eighth 36 7.33%
ninth 54 11.00%
Tenth 80 16.29%
Eleven 33 6.72%
Country
Perú 301 61.30%
Colombia 190 38.70%
Lives with parents
Yes 417 84.93%
No 74 15.07%
Lives with brothers
Yes 382 77.80%
No 109 22.20%
 INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 7

Table 2. Consistency analysis.

Survey topic Number of questions Range Cronbah’s Alpha KMO
Networks 7 0–1
Content 8 1–5 0.91 0.93
Emotional intelligence 24 1–5 0.95 0.9
Values 13 1–5 0.9 0.96

The TMMS-24 Emotional Intelligence test presents results for three factors: Attention, Clarity, and
Repair. Regarding these dimensions, it is found that 56.7% pay little or too much attention to
feelings, 36% have a low understanding of their emotional states and 26% do not regulate them
adequately.

Data processing
The literature presents mixed evidence regarding the relevance of applying parametric tests for
ordinal variables (Allen & Seaman, 2007; Boone & Boone, 2012; Norman, 2010). For this reason, the
processing of the data was carried out through factorial analysis based on principal components,
with orthogonal rotation under the Varimax method (Loehlin & Beaujean, 2016, p. 192) and the
identification of factors with eigenvalues greater than one
(1) according to the Kaiser criteria (Loehlin & Beaujean, 2016, p. 184).
Before carrying out the factorial analysis, the Barlett and Kaiser-Meyer-Olkin sphericity contrast
tests were reviewed. Table 2 shows the consistency analysis of each of the areas evaluated.
Each factor from the previous analysis was compared between groups referring to age, the grade
they are in, if they live with their parents and siblings, preferred social networks, and the country in
which they are located. The Shapiro-Wilk normality test (Shapiro & Wilk, 1965) was applied in each
case, finding that only in 8% of the cases was their evidence to support the normality hypothesis.
Subsequently, the equality of variances between the different groups was evaluated using the
Levene test (Levene, 1960).
Faced with large samples, the parametric tests of interest are robust when the assumption of
normality is violated (Hecke, 2012; Mooi et al., 2018, p. 166). However, this work also makes use of
a non-parametric test in the variables that do not present normality, in order to assess the robustness
of the results. Therein, alongside the one-way ANOVA analysis, this work implemented the non-
parametric Mann-Whitney (Mann & Whitney, 1947) and Kruskal-Wallis tests.

Results
Factor analysis results
Content (section B): To identify the main dimensions that make up the content created; the
Exploratory Factor Analysis of section B was carried out. The KMO gave 0.93 and the Barlett sphericity
test was significant at 99%.

Table 3. Main components of content creation on social

networks.
Variable Factor1
Create Video Games 0,67
Create choreographies and music videos 0,81
Create Conventional Video Scenes 0,79
Create funny Videos 0,83
Create Tutorials 0,86
Create Videos with animals 0,80
Create Video series 0,85
Create other content 0,66
8 J. D. HOYOS-CIFUENTES ET AL.

Table 4. Main components of each dimension of emotional intelligence.

Ítems Factor1 Factor2 Factor3
1 I pay a lot of attention to feelings. 0,61
2 I usually worry a lot about how I feel. 0,64
3 I usually spend time thinking about my emotions. 0,67
4 I think it is worth paying attention to my emotions and state of mind. 0,62
5 I let my feelings affect my thoughts. 0,55
6 I think about my state of mind constantly. 0,77
7 I often think about my feelings. 0,77
8 I pay close attention to how I feel. 0,73
9 I am clear about my feelings. 0,63
10 I can often define my feelings. 0,70
11 I almost always know how I feel. 0,71
12 I usually know my feelings about people. 0,62
13 I often realize my feelings in different situations. 0,54
14 I can always say how I feel. 0,78
15 Sometimes I can tell what my emotions are. 0,80
16 I can come to understand my feelings. 0,74
17 Although sometimes I feel sad, I usually have an optimistic outlook. 0,72
18 Even if I feel bad, I try to think of pleasant things. 0,84
19 When I’m sad, I think of all the pleasures in life. 0,66
20 I try to think positive thoughts, even if I feel bad. 0,81
21 If I think too much about things, complicating them, I try to calm down. 0,66
22 I worry about having a good mood. 0,60
23 I have a lot of energy when I feel happy. 0,51
24 When I’m angry I try to change my mood. 0,51

The analysis yielded to a single factor that explained 62% of the total variance. Table 3 shows the main
components of content creation in social networks, the values in the table refer to the rotated factor
loads, which the closer to one (1) indicating a greater relationship between the variable and the factor.
TMMS Emotional Intelligence (section C): The emotional intelligence test corresponds to TMMS-
24, which contemplates dimensions of attention, clarity, and understanding of one’s own emotional
states and their repair. To identify the main dimensions that make up the content created, the
Confirmatory Factor Analysis of section C was carried out. The KMO gave 0.95 and the Barlett
sphericity test was significant at 99%.
The analysis yielded to three factors (one for each dimension of emotional intelligence: attention,
clarity, and comprehension) that explain 64.6% of the total variance. Table 4 shows the main
components of emotional intelligence and its classification by factor or dimension.

These three factors effectively correspond to the three dimensions evaluated by the test:

Factor 1: attention (items 1 to 8).

Factor 2: clarity (items 9 to 16).
Factor 3: repair (item 17 to 24).

The practice of human values (section D): To identify the main dimensions that make up the content
created, the Exploratory Factor Analysis of section D was carried out. The KMO gave 0.96 and the
Barlett sphericity test was significant at 99%.
The analysis yielded a single factor that explained 63% of the total variance. Table 5 shows the
main components related to human values.

Results comparison between two groups

For the cases in which the two groups were compared, the Shapiro-Wilk normality test was
performed for each variable in the different groups evaluated. In its entirety, the tests show non-
normality in the evaluated data.
 INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 9

Table 5. Main components related to human values.

Variable Factor1
I respect and take care of other people’s things. 0,84
I like to treat other people well. 0,86
I help people who require my support. 0,85
I am fair to myself and to other people. 0,81
I take responsibility for my actions. 0,86
I respect the opinions of other people who do not agree with my way of thinking. 0,74
I work hard to achieve what I want. 0,77
I know that to be a better person, I need to learn things every day. 0,87
I avoid complaining about what they don’t give me and I prefer to do things by myself. 0,68
I spread messages that are important to other people. 0,55
I respect people from other cultures (other countries). 0,83
I care about caring for nature and protecting the environment. 0,84
I worry about protecting the good customs of our country (music, food, the way of dressing, etc.). 0,77

Table 6. Mann Whitney P-values test for social networks.

Mann Whitney test (p -value)
Analysis factor Facebook Instagram Youtube Tiktok Twitter WhatsApp Kwai
Content 0,95 0,03 0,54 0,01 0,01 0,13 0,69
Clarity 0,00 0,00 0,38 0,01 0,13 0,08 0,72
Repair 0,12 0,00 0,79 0,00 0,38 0,38 0,09
Attention 0,37 0,03 0,96 0,07 0,32 0,08 0,08
Values 0,03 0,01 0,60 0,08 0,42 0,58 0,10

Social networks
Given the non-normality, the Mann Whitney test was performed to compare two groups, those who
use each social network versus those who do not. The variables to be compared in each case
correspond to the factors found in the previous section: Content, Clarity, Repair, Attention, and
Values. Table 6 presents the p-value of the test for each case, which, taking a significance level of 5%,
indicate that in those values less than 0.05 there is evidence to reject the null hypothesis of equality
in the medians of the two groups.
In general, it is found that, for the social networks WhatsApp, YouTube and Kwai, there is evidence
that supports equality in each factor, between those who use it and those who do not. On the
contrary, for Instagram, there seem to be differences between those who use it and those who do
not, for all the study factors.
On the other hand, Tiktok seems to present statistically significant differences in Content, Clarity
and Repair; while Facebook presents them in Clarity and Values. Finally, Twitter only presents
differences in Content.

Parents, siblings, country, and values

Likewise, the Mann Whitney test is applied to compare between those who live with their parents
and those who do not, those who live with their siblings and those who do not, those who are in
Colombia and those in Peru, as well as those who are under the average of the Values factor and
those who are above it. Table 7 shows the corresponding p-values.

Table 7. Mann Whitney P-values test.

Mann-Whitney test (p-value)
analysis factor Live with their parents Live with siblings Country Average Values factor
Content 0,37 0,90 0,46 0,05
Clarity 0,57 0,85 0,00 0,00
Repair 0,52 0,41 0,00 0,00
Attention 0,81 0,96 0,06 0,04
Values 0,32 0,35 0,00
10 J. D. HOYOS-CIFUENTES ET AL.

Table 8. Kruskal-wallis test and oneway ANOVA P-values.

Age grouped age school grade school grade grouped
Oneway Kruskal Oneway Kruskal Oneway Kruskal Oneway Kruskal
analysis factor ANOVA Wallis ANOVA Wallis ANOVA Wallis ANOVA Wallis
Content 0,35 0,30 0,79 0,82 0,19 0,15 0,54 0,51
Clarity 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00
Repair 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00
Attention 0,28 0,48 0,15 0,33 0,14 0,27 0,22 0,43
Values 0,23 0,00 0,08 0,00 0,48 0,00 0,14 0,00

For the first two cases, since no value is less than 0.05, no evidence of significant differences
between groups was found. But it is worth clarifying that these groups present a significant
imbalance, since 85% live with their parents and 78% live with siblings.
Regarding the country in which they are located, there seem to be differences in Clarity, Repair,
Attention and Values, but not in Content. Finally, when comparing those who are above and below
the average in the factor values, it is likely to find differences in all factors.

Results comparison between three groups

For cases in which we can compare more than two groups, a normality test was first
performed. Most of the data do not show normality. For this reason, the Kruskal-Wallis test
is applied, a non-parametric association test, that is, it does not assume distribution.
However, in an exercise to test the robustness of the results, one-way ANOVA analysis is
applied.

Age and school grade

In general, the results presented are robust for both tests, except for the Values variable, which, in the
different cases analysed with age and school grade, show differences with Kruskal-Wallis, but not
with ANOVA. Since the test does not show normality, the analysis emphasizes the first test; however,
this difference may be due to response bias to the type of items evaluated.
Table 8 presents the p-values for both the oneway-ANOVA parametric test and the Kruskal-Wallis
non-parametric test. In both cases, the null hypothesis suggests equality in the means of the two
groups. Therefore, values less than 0.05 indicate possible differences between the groups compared.
When analysing the results by age and school grade, it is plausible that there are significant
differences in Clarity, Repair and Values, but not in Content and Attention. The results are maintained
when the data are grouped by age into three groups: from 8 to 10, from 11 to 14, and from 15 to 18.
As well as when grouped by school grades: between 3 and 5, between 6 and 8, between 9 and 11.

The number of networks

In an additional exercise, we wanted to compare groups according to the number of social networks
they use (between 0 and 7), finding possible significant differences in Clarity and Attention. Likewise,
they were grouped according to the use of networks in: use of a social network, use 2 or 3 networks,
and use 4 or more social networks; where apparently there are significant differences in all factors
(Clarity, Repair, Attention and Values), except Content.

Discussion
Regarding the analysis of the level of emotional intelligence management, a quite relevant result is
evident at a general level, analysed from the dimensions of attention, clarity, and repair, especially in
comparison with the type of content girls create. Regarding the dimensions of analysis, the average
of the population focuses on the level of clarity with a significant percentage followed by a medium
 INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 11

level of emotional attention and not so much in regulation. It can be inferred from this that the
population that creates any type of content for social networks claims to have a higher level of
emotional control.
These results coincide with those found by De la Barrera et al. (2023), Lea et al. (2023) and (Zhao
et al., 2020), that is, an adequate management when creating and sharing content for social
networks, however, there is no difference in terms of Content, Clarity, Attention, Repair, and
Values for those who use WhatsApp, YouTube and Kwai from those who don’t. The level of selection
that is given to the type of platform used can indicate the level of relevance that is given to the use
and dissemination of content, being in descending order according to their order of preference,
WhatsApp, Tik tok and Facebook, the most preferred at the primary level, without needing to be the
only ones used, either to a greater or lesser extent.
It was evidenced that the creation of tutorials and video series are more preferred by girls,
followed by funny videos and the creation of videos related to choreography and music videos.
These presented results of greater acceptance by the study population, evidenced in the most used
platforms for this population (Tiktok’s and Facebook Reels mainly), which may indicate that it is
a response to the high consumption of this type of content, the low-cost and production, along with
the ease generated by their creation (design tools from the same platforms).
The use of social networks for the creation of content is undoubtedly one of the phenom­
ena that have marked the adolescent population the most today, both for those who live
with their parents 85%, and for those who also live with siblings (78%), according to the
results of the present study; through which it can be seen that a high degree of education
and regulation of emotions is still required about the type and quality of content that is
created and shared on social networks (Páez Gallego et al., 2020; Prats Fernández et al., 2018).
A constant and responsible awareness is recommended for adequate development in the
regulation of emotional intelligence and continuous accompaniment and guidance for the
proper use of social networks in the adolescent population (Azpiazu et al., 2023; Esnaola
et al., 2017; Lea et al., 2023; Moore et al., 2018).
Regarding the level of main dimensions that make up the content created in the formation of
values, in general, it can be said that those that scored the most were those of knowing that, to be
a better person, I need to learn things every day, I like to try good to other people, I assume responsi­
bilities for my actions and help people who require my support, which allows us to understand that
through the use of technology and social networks it is possible to contribute significantly and
innovatively to the strategy of formation in values in the students (Bilsky et al., 2013; Páez Gallego
et al., 2020).
Among the categories that suggest a special degree of attention, it stands out that I disseminate
messages that are important to other people, I avoid complaining about what they do not give me and
I prefer to do things by myself, I respect the opinions of other people who do not agree I agree with my
way of thinking and work hard to achieve what I want. This category highlights the importance of
learning in the educational context since it is there where it can be seen that the subjects arrive
without some socio-emotional competencies, therefore, it is necessary to provide the necessary
support tools to students for proper functioning in social contexts (Páez Gallego et al., 2020; Prats
Fernández et al., 2018).
In summary, the study shows the importance of learning about emotional intelligence, the use
that young people make of social networks, and the values or principles that guide their behaviour,
to support and guide them in the moments that are required for their well-being. Good psych
affective and pedagogical guidance in stages of vulnerability such as adolescence, in which there is
clear emotional, social, and contextual immaturity, is essential to help young people have
a rewarding and dignified life (Lea et al., 2023).
12 J. D. HOYOS-CIFUENTES ET AL.

Conclusions
Based on the results of this study, it was analysed adolescent student girls, the ability of them in
emotional regulation, and their relationship with the practice of values regarding the creation and
socialization of content on social networks to identify the characteristics of this relationship and the
cognitive aspects associated with them. The existence of a positive relationship was identified
between emotional management, especially in the category of clarity, and the creation and dis­
semination of content on social networks. With this, it can be affirmed that, when dealing with
intense emotions, there is to a lesser extent a level of regulation in the categories of attention and
emotional repair, respectively.
On the other hand, it was also possible to identify that the social network in which content is
shared the most is WhatsApp, followed by Tik tok, and Facebook, these being the most preferred at
the primary level, which may indicate that this is a response to the high consumption of this type of
content, the low cost and production and the ease generated by their creation. However, these are
not the only social networks used, either to a greater or lesser extent. It was also evidenced that the
majority use only one social network. The social network used to a lesser degree for the creation of
content by the study participants is Twitter and Kwai.
As for the most widely accepted results in its creation, it was evidenced that tutorials and video
series followed by funny videos together with the creation of videos related to choreography and
music videos, are preferred by part of the study population.
The creation of content more correlated with social behaviour (human values) was evidenced that
among those with the highest score are ‘I know that, to be a better person, I need to learn things
every day’ and secondly ‘I like to treat people well.’ other people“and that among the categories that
scored the least was ‘I spread messages that are important to other people’ followed by ‘I avoid
complaining about what they don’t give me and I prefer to do things by myself’.
According to the results, it is considered important for those who are in the field of training girls,
to know this relationship for appropriate development and orientation in emotional regulation and
a guidance aimed at an adequate use of social networks in the adolescent population. In addition,
these results are a reference for decision-making by the directors of academic institutions regarding
the emotional behaviour of girls and the use of social networks by them.
The study’s findings contribute to a deeper understanding of the relationship among emotional
intelligence, social networks, and the practice of human values, elucidating the role of this nexus in
the behaviour of girls within the context of low socioeconomic strata in cities of emerging econo­
mies. These cities are marked by conditions of marginalization, thus characterized by a high degree
of vulnerability.
Furthermore, this study provides empirical evidence that adds to the discourse on emotional
intelligence in emerging economy contexts where prior research on the subject was lacking. It
explores the nexus between this theoretical framework and the practice of human values among
girls, who constitute both participants and subjects of the study.
In terms of practical implications, the study’s results furnish empirical evidence for educators,
academic administrators, parents, and governmental authorities responsible for promoting educa­
tion and the well-being of youth. This evidence supports the design of strategies that integrate
emotional intelligence, the use of social networks, and the practice of human values. Such strategies
aim to foster the well-being of girls, with the overarching goal of ultimately enhancing societal well-
being in the medium term.

Limitations
The selection of girls solely from a single socioeconomic stratum (lower-middle) in only two cities
provides valuable insights into the subject within the context of girls from those cities in that
stratum. However, the results may not be generalizable to girls from other strata or cities within
 INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 13

the reference countries. Additionally, the use of an emotional intelligence (EI) instrument that
assesses the girls’ self-perception of their EI introduces a limitation. The study results do not
conclusively demonstrate that the girls truly behave in the manner they self-reported regarding EI
but rather provide an understanding of their self-perceived EI.
In summary, given the practical difficulty of conducting a random, representative, and
stratified sampling, the study results provide insights into the studied variables within
a specific context and for the studied population. However, they are not generalizable to
different contexts or to individuals with profiles differing from those of the study
participants.

Suggestions for future research

To gain a comprehensive understanding of the developmental aspects identified in this study, it is
advisable for future research to undertake longitudinal studies. This entails tracking the evolution of
emotional intelligence, values, and social network behaviour among adolescent girls over an
extended period. By scrutinizing how these factors evolve over time, researchers can unveil valuable
insights into their long-term impact on well-being.
Moreover, for improved generalizability, it is suggested to extend the research beyond the
current focus on lower-middle socioeconomic strata. Inclusive participation of girls from various
socioeconomic backgrounds and diverse cultural settings will offer a more holistic perspective on
the interplay between emotional intelligence, values, and social media usage among adolescent
populations.
Simultaneously, exploring the pivotal role of parents and educators in shaping emotional intelli­
gence and values among adolescent girls is crucial. Subsequent research endeavours should delve
into how parental guidance and educational strategies influence the emotional well-being and
online behaviour of girls. This understanding is pivotal for the development of comprehensive
support systems.
In the pursuit of these future directions, researchers have the opportunity to build upon the
current study’s foundation, addressing its limitations and amplifying the research’s impact on the
well-being and development of adolescent girls across diverse contexts.

Acknowledgments
Infinite gratitude is extended to the Minuto de Dios University Corporation - UNIMINUTO, Universidad de La Sabana and
Universidad Católica Santo Toribio de Mogrovejo for the joint possibility for this study to be carried out. To the students
who participated in the study and to those who supported with their knowledge and experience for the development
of the study on the analysis of the ability to manage emotional intelligence, social behaviour, and creation and
dissemination of content on social networks in girls of school age.

Disclosure statement
The authors declare that they have no potential conflicts of interest to disclose in relation to the submitted manuscript.

ORCID
Wilson F. Rodríguez-Gómez http://orcid.org/0000-0002-6326-5386
César A. Bernal-Torres http://orcid.org/0000-0002-7410-1109
14 J. D. HOYOS-CIFUENTES ET AL.

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