The Effect of Digital Literacy Education Based on Social Learning Theory on Digital Addiction and Social Comparison in Fourth-Grade Students

Harran University

Status: Not yet enrolling

Conditions: Social Comparison; Digital Literacy; Digital Addiction

Treatments: Behavioral: Digital Literacy Education Based on Social Learning Theory

Study type: Interventional

Funder types: Other

Identifiers

NCT07513688

HarranU-SBE-MA-01

Details and patient eligibility

About

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

Full description

Study Design This study will be conducted as a two-phase, prospective, single-center, two-group (1:1) parallel-group, pre-test-post-test randomized controlled trial. The TIDier checklist and guidelines (Hoffmann et al., 2014; Yakut et al., 2020) will be used to define the study intervention and develop the protocol; the "Reporting of Multi-Arm Parallel-Group Randomized Trials: Extension of the CONSORT 2025 Statement" will be used for reporting.

Research hypotheses:

H1: There is a significant difference in the pre-test to post-test change in digital addiction levels between the intervention group, which received digital literacy training based on Social Learning Theory, and the control group, which did not.

H2: There is a significant difference in the pre-test to post-test change in social comparison levels between the intervention group that received digital literacy training based on Social Learning Theory and the control group that did not.

H10: There is no significant difference in the pre-test to post-test change in digital addiction levels between the intervention group that received digital literacy training based on Social Learning Theory and the control group that did not.

H20: There is no significant difference in the pre-test to post-test change in social comparison levels between the intervention group that received digital literacy training based on Social Learning Theory and the control group that did not.

Enrollment: 200 estimated patients

Sex: All

Ages: 9+ years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• 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

Exclusion criteria

• 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
• Failure to participate in at least one of the pre-test or post-test measurements
• Currently receiving counseling for digital addiction or another psychological disorder 9

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Triple Blind

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200 participants in 2 patient groups

Intervention Group

Experimental group

Description:

Students assigned to the intervention group will receive a digital literacy training intervention based on Social Learning Theory. This training program will be developed following a comprehensive literature review. The training program will be designed in accordance with the principles of Social Learning Theory and will be divided into six sections. Bandura has grounded the Social Learning Theory in six principles: "Reciprocal Determinism, Symbolization Capacity, Predictive Capacity, Indirect Learning Capacity, Self-Regulation Capacity, and Self-Evaluation Capacity." A digital literacy education intervention based on Social Learning Theory will be implemented

Treatment:

Behavioral: Digital Literacy Education Based on Social Learning Theory

Control Group

No Intervention group

Description:

Participants in the control group will receive informational brochures on digital literacy training based on Social Learning Theory and its effects. Face-to-face interviews will be conducted at T0 (baseline), after the training (T1), and 6 months after the training (T2) to monitor the participants' progress and answer any questions they may have.