The Effect of a Digital Literacy Program on Problematic Internet Use, Emotion Regulation, and Loneliness in Adolescents: A Randomized Controlled Trial

Обзор

The purpose of this study is to examine the effects of a digital literacy program on problematic internet use, emotion regulation, and loneliness among adolescents. The study aims to answer the following key questions: * Does a digital literacy program for adolescents affect problematic internet use, emotion regulation skills, and loneliness? * What is the effect of a digital literacy program for adolescents on the level of problematic internet use? * What is the effect of a digital literacy program for adolescents on emotion regulation skills? * What is the effect of a digital literacy program for adolescents on loneliness? Researchers will conduct pretest and posttest evaluations in the experimental and control groups to determine the effects of the digital literacy program on problematic internet use, emotion regulation, and loneliness in adolescents. Participants in the experimental group who meet the inclusion criteria will receive 8 weeks of positive youth development-based digital literacy training, 40 minutes per week. After the posttest measurements are completed, the intervention group will receive 2 weeks of digital literacy training.

Подробное описание

Digital literacy is the process of developing individuals' access to accurate information, critical evaluation, ethical and responsible use, self-management, and social interaction skills. Digital media has become an indispensable part of life today. Individuals interact intensively with digital media, especially during adolescence, a period when interaction with the outside world intensifies, shapes an individual's identity, and heightens emotional awareness. During this critical developmental period, inadequate access to accurate information, critical thinking, and self-regulation skills pave the way for adolescents' problematic internet use. Problematic internet use negatively impacts individuals' academic success, friendships, and physical and mental health.

Emotion regulation, one of the most important skills for coping with risky situations that may arise from problematic internet use, supports adolescents' adaptability and is an effective skill in preventing negative digital interactions. Weak emotion regulation skills can make adolescents more vulnerable to negative digital interactions. Furthermore, increased time spent online and a decrease in face-to-face interactions can reinforce feelings of loneliness.

The program, developed with a positive youth development perspective, aims to increase adolescents' awareness of digital literacy, improve their emotion regulation skills, and reduce feelings of loneliness. The program is expected to provide important data for developing evidence-based intervention approaches for digital literacy within the scope of preventive mental health services in nursing, and particularly for nurses to assume more active roles in school-based preventive mental health services.

Вмешательства

• Другое DIGITAL LITERACY PROGRAM
  This intervention is an eight-week, face-to-face, Positive Youth Development-Based Digital Literacy Program designed specifically for adolescents. It includes interactive sessions, discussions, and exercises that address digital literacy, problematic internet use, emotion regulation, and loneliness. The program differs from other digital literacy interventions because it integrates positive youth development principles and focuses on both online behavior and emotional skills.

Первичные конечные точки

• Change in Generalized Problematic Internet Use (GPIU-2) Scores [Срок оценки: 8 weeks (baseline to post-intervention)]
• Change in Emotion Regulation Scores [Срок оценки: 8 weeks (baseline to post-intervention)]
• Change in Adolescent Loneliness Scores [Срок оценки: 8 weeks (baseline to post-intervention)]

Критерии участия

Критерии включения

• Agreeing to participate in a face-to-face education program
• Obtaining written consent from students and parents
• Attending school during the study period
• Being a 9th, 10th, or 11th-grade student
• Scoring 52 or higher on the Generalized Problematic Internet Use Scale 2

Критерии исключения

• Not completing the measurements and applications
• Not being able to participate in the program due to health or special circumstances
• Changing schools for any reason
• Being a 12th grade student
• Having previously received digital literacy training

Критерии приведены из реестра в оригинале (на английском). Окончательную оценку соответствия проводит исследовательский центр.

Здоровые добровольцы: Да

Дизайн исследования

Распределение

Рандомизированное

Модель

Параллельные группы

Маскирование

Двойное слепое

Основная цель

Другое

Центры проведения

Turkey (Türkiye) · 1 центр

• Bayburt Milli İrade Anadolu Lisesi, Bayburt Fen Lisesi — Bayburt

Идентификаторы

NCT: NCT07367919 · B.30.2.ATA.0.01.00/399

Первоисточники (государственные реестры)

• ClinicalTrials.gov (NIH, США)

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