Digital Addiction, Digital Literacy, Social Comparison
Conditions
Keywords
digital addiction, social comparison, fourth-grade student, digital literacy education, social learning theory, randomized controlled trial
Brief summary
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
Detailed 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.
Interventions
BEHAVIORALDigital Literacy Education Based on Social Learning Theory
Systematic 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.
Sponsors
Harran University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
TRIPLE (Subject, Investigator, Outcomes Assessor)
Masking description
A blinded procedure will be applied to the researcher; the random assignment and randomization list will be concealed from the researcher until the pretests are completed and the interventions begin. Once the interventions begin, the researcher will learn which group the participants are assigned to. Using block randomization, the randomization will be concealed so that students do not know whether they are in the experimental or control group, thereby controlling for selection bias. Due to the nature of the intervention and the study design, blinding is not feasible for the researcher. To minimize measurement bias, the supervising instructor will not be involved in the implementation of the intervention.
Intervention model description
In the first phase, a digital literacy education program based on Social Learning Theory will be developed; in the second phase, its effectiveness will be evaluated with 200 students. The sample will consist of 4th-grade students from a school in Şanlıurfa province selected through randomization, who will be assigned to either the intervention or control group in a 1:1 ratio. Participants in the intervention group will undergo a 3-week, multi-component digital literacy training program based on Social Learning Theory, while participants in the control group will receive standard general recommendations. Assessments will be conducted at baseline, post-intervention, and at the 6-month mark. Research data will be collected using a personal information form, an informed consent form, the Digital Addiction Scale for Children, the Digital Literacy Scale for Elementary School Students, and the Social Comparison Scale.
Eligibility
Sex/Gender
ALL
Age
9 Years to No maximum
Healthy volunteers
Yes
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
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Digital Addiction Score | Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews. | 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. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Social Comparison Score | Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews. | 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 | Data collection will take place at three time points during the study: T0 (baseline), immediately after the intervention (T1), and 6 months after training (T2), via in-person interviews. | 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. |
Contacts
CONTACTMÜJDE J ARSLAN
CONTACTSELMA L KAHRAMAN
Outcome results
None listed