Addiction, Adolescence, Mental Health, Mindfulness
Conditions
Keywords
adolescence, mindfulness, addiction, mental health
Brief summary
The purpose of this study is to evaluate the effectiveness of a mindfulness-based program in reducing short form video addiction among adolescents. The study is designed as a randomized controlled trial with a pre-test, post-test, and follow-up design, including an intervention group and a control group. Research Hypothesis: Adolescents who participate in the Mindfulness-Based Program will have significantly lower short video addiction scores compared to those in the control group.
Detailed description
In recent years, the widespread use of social media platforms that allow users to create and consume short videos has raised concerns regarding their addictive potential. The rapid, attention-grabbing, and entertaining nature of short video content is believed to intensify reinforcement mechanisms that lead to excessive screen time and addictive behaviors. These platforms offer instant gratification, enhance the flow experience, and contribute to behavioral patterns such as "phubbing"-the act of ignoring one's surroundings and social interactions in favor of smartphone use. Among adolescents, this trend is particularly alarming. Adolescents constitute the largest user group of short video platforms and are more susceptible to the negative impacts of such content. Excessive short video use has been associated with various adverse outcomes, including decreased academic performance, impaired sleep quality, reduced physical health, poor self-control, and the development of psychological issues. Additionally, perceived stress has been identified as a significant risk factor contributing to short video addiction, especially among students. Mindfulness, defined as the ability to maintain a moment-to-moment awareness of one's experiences with an open and non-judgmental attitude, has emerged as a promising approach in addressing behavioral addictions. Mindfulness-based practices are known to improve emotional regulation, reduce stress and anxiety, enhance self-awareness, and support academic performance. As such, mindfulness has been proposed as a protective factor against internet and technology-related addictions. This study aims to examine the effectiveness of a mindfulness-based intervention in reducing short form video addiction among adolescents.
Interventions
BEHAVIORALMindfulness Based Program
The program will last for 8 weeks, with one session held each week. Each session will focus on specific themes such as mindfulness, acceptance, and compassion. The sessions include explanations of these concepts as well as practical exercises like breath awareness and body scan. At the end of each week, participants will be assigned homework to help reinforce their practice. Session Outline: Session 1: Introduction and Mindfulness Session 2: Sensations Session 3: The Wandering Mind Session 4: Challenges in Daily Life Session 5: Reactions Session 6: Compassion Session 7: Acceptance Session 8: Sustainability and Maintaining Practice
Sponsors
Istanbul University - Cerrahpasa
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
NONE
Intervention model description
The study is planned to include randomized intervention and control groups, with pre-test, post-test, and a follow-up assessment conducted three months after the intervention.
Eligibility
Sex/Gender
ALL
Age
14 Years to 17 Years
Healthy volunteers
No
Inclusion criteria
* Being a 10th-grade high school student * Having no visual, auditory, or comprehension impairments. * Scoring above the mean on the Short Video Addiction Scale. * Not being in a period close to exam time
Exclusion criteria
* Failure to attend two consecutive sessions * Incomplete completion of research-related forms. * Withdrawal from the study at any stage.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Short Video Addiction Scale | Pre-test, Post-test (8th week), Follow-up Test (12th week) | The Short Video Addiction Scale, developed by Ye et al. (2022), aims to identify addiction, negative emotions, and experiences associated with watching short videos. The scale is unidimensional, consists of ten items, and uses a five-point Likert-type format. There are no reverse-scored items. Higher total scores indicate higher levels of addiction. The Turkish validity and reliability study of the scale was conducted by Türk and Yıldırım (2024), and the internal consistency coefficient of the scale was reported as 0.82. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Short Video Flow Scale | Pre-test, Post-test (8th week), Follow-up Test (12th week) | The Short Video Flow Scale was developed by Ye et al. and consists of eight items under a single dimension. This five-point Likert-type scale is designed to assess experiences such as watching and enjoying short videos. No items are reverse-scored. Higher total scores indicate greater enjoyment and longer viewing durations of short videos. Sample items include: "I can get lost while watching short videos and continue watching without realizing how time passes" and "I get so absorbed in the videos that I lose track of time." The Turkish validity and reliability study of the scale was conducted by Türk and Yıldırım (2024), and its internal consistency coefficient was 0.87. |
| General Phubbing Scale - Short Form | Pre-test, Post-test (8th week), Follow-up Test (12th week) | the General Phubbing Scale - Short Form, developed by Li (2022) to evaluate phubbing behavior, was chosen for use in the present study. The Turkish validity and reliability study for adolescents was conducted by Kaya et al. (2024). The scale consists of 12 items under four subdimensions-nomophobia (e.g., "I can't stand being away from my phone"), interpersonal conflict (e.g., "I get annoyed when others ask me to put down my phone and talk to them"), self-isolation (e.g., "I feel good when I stop focusing on others and engage with my phone"), and problem acknowledgment (e.g., "When I use my phone, I often find myself thinking 'just a few more minutes'"). It is a seven-point Likert-type scale, with total scores ranging from 12 to 84; higher scores indicate higher levels of phubbing behavior. Reliability evidence was supported by Cronbach's alpha and McDonald's omega coefficients, while model fit indices were reported as RMSEA = .051-.084, CFI = .933-.975, NNFI/TLI = .912-.968. |
Countries
Turkey (Türkiye)
Contacts
STUDY_DIRECTOROzge Sukut, PhD
Istanbul University - Cerrahpasa
Outcome results
None listed