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

Ataturk University

Status: Not yet enrolling

Conditions: Healthy Adolescents

Treatments: Other: DIGITAL LITERACY PROGRAM

Study type: Interventional

Funder types: Other

Identifiers

NCT07367919

B.30.2.ATA.0.01.00/399

Details and patient eligibility

About

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.

Full description

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.

Enrollment: 64 estimated patients

Sex: All

Ages: 12 to 18 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• 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

Exclusion criteria

• 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

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Double Blind

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64 participants in 2 patient groups

experimental group

Active Comparator group

Description:

Participants in this group will participate in an eight-week positive youth development-based digital literacy program. The program includes in-person sessions with interactive exercises on digital literacy, problematic internet use, emotion regulation, and loneliness.

Treatment:

Other: DIGITAL LITERACY PROGRAM

control group

No Intervention group

Description:

Participants in this group will not receive any program during the study. Following the post-test measurements, they will receive two weeks of digital literacy training.