Adolescent Behavioral Health, Digital Game Addiction, Problematic Digital Gaming, Sleep Deprivation
Conditions
Keywords
Self-Regulation, School-Based Intervention, Adolescents, Digital Gaming, Sleep Problems, Cluster Randomized Controlled Trial, Behavioral Intervention, Sleep Hygiene, Prevention Program
Brief summary
This study evaluates the effectiveness of a school-based self-regulation intervention designed to reduce digital game addiction and sleep deprivation among adolescents aged 10-14 years. Excessive digital gaming has been associated with sleep problems, reduced academic performance, and emotional difficulties in adolescents. In this cluster randomized controlled trial, two public middle schools were randomly assigned to either an intervention group or a control group. Students in the intervention group participated in a four-week classroom-based self-regulation training program focusing on goal setting, impulse control, time management, and healthy digital use habits. The control group continued their usual school activities without additional intervention. Outcomes were assessed before the intervention and after completion using validated measures of digital game addiction and sleep deprivation. The study aims to determine whether strengthening self-regulation skills can reduce problematic gaming behaviors and improve sleep outcomes in adolescents.
Detailed description
This cluster randomized controlled trial was conducted in two public middle schools located in the city center of Türkiye during the 2024-2025 academic year. Schools with similar socio-demographic characteristics were identified, and two schools were selected through a lottery method. One school was assigned to the intervention group and the other to the control group to minimize contamination between participants. The study targeted students aged 10-14 years identified as being at high risk for digital game addiction based on screening assessments. The intervention consisted of four weekly classroom sessions grounded in Self-Regulation Theory. The program included structured activities focused on self-monitoring of digital gaming behaviors, goal setting, impulse control strategies, time management skills, and sleep hygiene awareness. The control group did not receive the intervention during the study period and continued their routine school curriculum. Primary outcomes included levels of digital game addiction and sleep deprivation, measured using validated and age-appropriate standardized scales. Assessments were conducted at baseline (pre-intervention) and after completion of the intervention. The primary objective of the study is to evaluate the effectiveness of a theory-based school intervention in reducing digital game addiction and sleep deprivation among adolescents.
Interventions
BEHAVIORALSchool-Based Self-Regulation Program
A school-based self-regulation intervention grounded in Self-Regulation Theory was delivered over four consecutive weeks. The program consisted of four structured classroom sessions (one session per week, approximately 40-45 minutes each) targeting self-monitoring, goal setting, impulse control, time management, and healthy digital use behaviors. Interactive activities, group discussions, and behavioral planning exercises were used. In addition, a parent/teacher informational seminar was conducted to support consistent behavioral reinforcement. The control group received no structured intervention during the study period.
Sponsors
Turkan Akyol Guner
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
Among six public middle schools located in the city center with similar socio-demographic characteristics, two schools were selected using a lottery method. Schools were used as the unit of randomization (cluster level). Following selection, one school was randomly assigned to the intervention arm and the other to the control arm using a sealed-envelope technique conducted by an independent individual to ensure allocation concealment. Although randomization was performed at the school level, outcome assessments were conducted at the individual level.
Eligibility
Sex/Gender
ALL
Age
10 Years to 14 Years
Healthy volunteers
Yes
Inclusion criteria
* Enrollment in one of the two selected public middle schools in the city center * Aged 10-14 years * Classified as "high-risk" for digital game addiction based on screening assessment * Ability to understand and complete study questionnaires * Written informed consent obtained from parents/guardians and assent from students
Exclusion criteria
* Diagnosed psychiatric or neurological disorder that may interfere with participation * Currently receiving psychological or behavioral treatment targeting digital game use * Inability to attend intervention sessions regularly * Withdrawal of consent during the study
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Digital Game Addiction Scores | Baseline, 4 weeks (post-intervention), and 3 months follow-up | Change in Digital Game Addiction Scale total scores from baseline to post-intervention between intervention and control groups. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Sleep Deprivation Scores | Baseline, 4 weeks (post-intervention), and 3 months follow-up | Change in Sleep Deprivation Scale for Children and Adolescents (SDS-C/A) total scores from baseline to post-intervention between intervention and control groups. |
Countries
Turkey (Türkiye)
Outcome results
None listed