A report released by the OECD this week reveals how teenagers who take the PISA report spend their time.

A group of teenagers.

As you may know, the PISA report is an OECD instrument to assess the learning trend of 15-year-old boys and girls in different countries.

The last official report is from December 2016, but this week the organization has issued a new document on the well-being of the students who took that test, that is, Spanish high school students.

In addition to measuring their academic performance, this new work asks subjects how they use their time outside of class: if they exercise, how many hours do they use the internet or how much they help at home.

This is what differentiates our fifteen-year-olds from those of the rest of developed countries in terms of technological practices.

Here the internet is used much more outside of class

The use of the internet outside of class is one of the main differences between our teenagers and those of the rest of the world. As can be seen in the following graph, Spaniards connect less than the rest of the OECD adolescents only when the connection time is less than four hours a day. From there, our young compatriots sweep: 40% connect for more than four hours compared to 32% of the rest of the countries.

They connect more than they do, in Spain and abroad

The report also collects the minutes that adolescents spend connected to the internet, both during the week and at the weekend. Spanish teenagers spend about 206 minutes, almost three and a half hours, in sailing on weekends while abroad the average is 186 minutes. In both cases, the girls are hot on their heels with 203 and 182 minutes.

Those who abuse the internet, worse in Spain

What is the relationship between using the internet for more than six hours on weekdays and academic success? A lot, apparently. As a defense, it must be taken into account that in Spain, 69% of the fifteen-year-olds who underwent the PISA state that they “feel really bad” if they don’t have an internet connection, compared to 54% of the OECD average. There is also a socioeconomic connection with the activity to which they are engaged on the internet: the most disadvantaged students tend to play video games online, while the least spend more time chatting.

Finally, those who have declared connecting for more hours declared less satisfaction with their life than those who use the internet less.