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.
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
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
Parallel
DIGITAL LITERACY PROGRAM
Other interventionThis 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.
Change in Generalized Problematic Internet Use (GPIU-2) Scores
The Turkish adaptation of the Generalized Problematic Internet Use Scale 2 (GPIUS2) will be used in the research. The scale consists of four subdimensions and 15 items, namely online social interaction preference, emotion regulation, inadequate self-regulation, and negative consequences. It is scored using a 5-point Likert-type scale with the values of "Strongly Disagree," "Disagree," "Undecided," "Agree," and "Strongly Agree." Caplan did not report a cutoff point for the original Generalized Problematic Internet Use Scale 2. In the study conducted by Machimbarrena et al., an ROC curve analysis was performed to determine the cutoff point for GPIUS2, and a score of 52 was recommended to distinguish problematic and non-problematic internet users.
Change in Emotion Regulation Scores
The Emotion Regulation Scale for Adolescents is a tool for assessing adolescents' emotion regulation with four subdimensions: internal functional emotion regulation, internal dysfunctional emotion regulation, external functional emotion regulation, and external dysfunctional emotion regulation. The scale consists of a total of 18 items and is scored using a 5-point Likert-type scale: "Never (1), Rarely (2), Sometimes (3), Most of the time (4), and Always (5). Item response scores for each subdimension are calculated individually and indicate the individual's frequency of using the relevant emotion regulation method. The subdimension with the highest total score is the individual's most frequently used emotion regulation method. There are no reverse-scored items.
Change in Adolescent Loneliness Scores
The single-dimensional scale, applied to adolescents aged 14-19, consists of 7 items and is scored with a 4-point Likert-type scale of "(1) Never, (2) Rarely, (3) Sometimes, and (4) Always." Item 5 of the scale is reverse-scored. The highest score that can be obtained from the scale is 28, while the lowest is 7. Higher scores indicate higher feelings of loneliness. The Cronbach's alpha internal consistency coefficient of the scale was found to be α=0.74. The test-retest reliability of the UYÖ-SF, administered to 64 high school students at a two-week interval, was found to be r=0.84.
Click on the lead sponsor to view all of their trials.
This trial is not recruiting at the moment. You can still explore other options:
