Introduction and Aims:
Digital technologies have significantly transformed children's learning levels, communication skills, and socialization patterns. However, the early and uncontrolled use of digital tools can lead to an increase in digital addiction tendencies among children and intensify social comparisons with peers. Elementary school-aged children, in particular, are in a sensitive period of growth and development when their behavioral patterns and self-perceptions are being shaped. Therefore, there is a need for school-based, nurse-led, theory-based educational programs that support children in developing healthy and conscious behaviors on digital platforms. Social Learning Theory provides a strong framework for such interventions by explaining that children's digital behaviors are shaped through observation, modeling, self-regulation, and self-evaluation processes. The aim of this study is to examine the effect of the Digital Literacy Education Program, developed based on Social Learning Theory, on digital addiction and social comparison among fourth-grade elementary school students.
Method:
This study will be conducted as a two-phase, prospective, single-center, two-group (1:1) parallel design, pre-test-post-test randomized controlled trial. Social Learning Theory is a theoretical framework consisting of six components to understand and support behavioral change. In the first phase, Digital Literacy Education based on Social Learning Theory will be developed, and in the second phase, its effectiveness will be evaluated with 200 students. The sample will consist of 200 fourth-grade students studying in central Şanlıurfa, who will be divided into intervention and control groups at a 1:1 ratio. Participants in the intervention group will receive a three-week, multi-component training program based on Social Learning Theory, while participants in the control group will receive routine general advice. Assessments will be conducted at the beginning, after the training, and at 6 months. Research data will be collected using a Personal Information Form, the Digital Addiction Scale for Children, the Digital Literacy Scale for Elementary School Students, and the Social Comparison Scale. The data will be evaluated using descriptive statistical analyses and relevant tests
Being a 4th-grade student at a public elementary school in the city center of Şanlıurfa
The student and their parent or guardian must complete a written informed consent form to participate in the study
The student must not have any mental or physical conditions that would prevent communication
Refusal to complete a written informed consent form for the student and parent's participation in the study
Presence of a mental or physical illness that impairs communication
Withdrawal from school during the study period due to reasons such as absenteeism
Withdrawal of parental consent by the parents themselves during the study period
Parallel
Digital Literacy Education Based on Social Learning Theory
BehavioralSystematic reviews and meta-analyses in the literature indicate that school-based interventions, programs, and training are effective in reducing negative digital behaviors. However, there are no randomized controlled trials examining the effects of digital literacy education grounded in Social Learning Theory on digital addiction and social comparison. This highlights the originality of the present study. The training content will consist of presentations based on evidence-based findings, case studies, and role-playing exercises, enabling participants to experience both theoretical knowledge and practical behavioral applications simultaneously. In this regard, the intervention differs from other traditional digital training programs, as it will focus on incorporating components of Social Learning Theory aimed at behavioral change rather than merely transferring information.
Digital Addiction Score
Digital Addiction Scale for Children: In order to determine the levels of digital addiction among 4th-grade elementary school students, Durmaz and colleagues adapted the Digital Addiction Scale for Children-developed by Hawi, Samaha, and Griffiths (2019)-into Turkish in 2023 to create a valid and reliable measurement tool. According to the results of the confirmatory factor analysis conducted, the model fit indices for the Digital Addiction Scale for Children-which consists of 25 items and 9 subscales-were found to be at a good level. The scale's Cronbach's alpha internal consistency coefficient was found to be .95.
Social Comparison Score
Social Comparison Scale; The scale items are structured as pairs of bipolar adjectives designed to determine the individual's perceived position when comparing themselves to others. They are assessed using a Likert-type rating scale ranging from 1 to 6.The scale, originally developed by Gilbert and Trent as a 5-item instrument, was expanded to an 18-item scale in its Turkish adaptation following a study conducted by Şahin and Şahin (1992), which involved the addition of several items. It is a Likert-type scale scored on a scale of 1 to 6. Higher scores indicate a positive self-schema, while lower scores indicate a negative self-schema. Its validity and reliability for the Turkish language were established by Öksüz and Malhan in 2004.
Digital Literacy Skills
Elementary school students' ability to use digital tools correctly and safely is assessed using a digital literacy scale developed specifically for them. Digital Literacy Scale for Elementary School Students: Developed by Şahin and colleagues in 2022 with the aim of creating a valid and reliable digital literacy scale for elementary school students. The Cronbach's Alpha reliability coefficient for the digital literacy scale was calculated as 0.842. The scale consists of 16 items and is structured around three dimensions.
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