Digital Addiction and Screen Time Management Among Teachers
Conditions
Keywords
Internet Addiction Disorder, Psychological Well-Being, Nursing, Intention
Brief summary
This thesis focuses on problematic internet use, a widespread issue in contemporary society, and its negative effects on sleep quality and psychological well-being. The indispensable role of the internet in daily life and the risks associated with excessive use constitute an important area of research, particularly in relation to internalizing symptoms and health-related problems. Within this context, considering teachers' intensive engagement with digital media and their role as role models, the study aims to improve their awareness and behaviors regarding digital media use. The aim of the thesis is to examine the effects of a Theory of Planned Behavior (TPB)-based Digital Addiction and Screen Time Management training program on levels of internet addiction, sleep quality, and psychological well-being among middle school teachers in Aydın province, using a randomized controlled experimental design. In terms of methodology, a total of 102 teachers-51 in the intervention group and 51 in the control group-will be assessed before and after the training. Data will be collected using a Personal Information Form, the Young Internet Addiction Test-Short Form, the Pittsburgh Sleep Quality Index, and the Psychological Well-Being Scale. The expected outcomes are that the implemented training will significantly reduce teachers' levels of internet addiction, improve their sleep quality, and lead to improvements in psychological well-being. These findings are expected to contribute to teachers' health and to provide guidance for the development of similar intervention programs for other populations.
Interventions
BEHAVIORALDigital Addiction and Screen Time Management Training Based on the Theory of Planned Behavior
The Digital Addiction and Screen Time Management Training Based on the Theory of Planned Behavior was implemented over a period of six weeks.
BEHAVIORALControl group
The control group received no intervention.
Sponsors
Aydin Adnan Menderes University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Intervention model description
randomized controlled trial
Eligibility
Sex/Gender
ALL
Age
25 Years to 60 Years
Healthy volunteers
Yes
Inclusion criteria
* Teachers who voluntarily agree to participate in the study and provide written informed consent. * Teachers who regularly use digital devices and the internet in their daily lives.
Exclusion criteria
* Teachers who are receiving medical treatment or psychological support due to digital addiction, sleep disorders, or psychological conditions. * Teachers who are unable to attend the training program on a regular basis.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Personal Information Form | Baseline, immediately after intervention, 3 month after intervention. | The form, prepared by the researchers, consists of 9 questions created in line with the literature review, covering general information about the teachers' socio-demographic characteristics. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Young Internet Addiction Test-Short Form | Baseline, immediately after intervention, 3 month after intervention. | The scale was originally developed by Young, and its short form was later created by Pawlikowski, Altstötter-Gleich, and Brand. The scale is a 12-item, unidimensional, 5-point Likert-type scale (scored from 1 to 5). The Turkish adaptation of the scale was carried out by Kutlu and colleagues. The total score ranges from 12 to 60, with no reverse-coded items or cut-off point. Higher scores on the scale indicate a higher level of internet addiction in the individual. While the Cronbach's Alpha internal consistency coefficient of the YIAT-SF scale was 0.85, this value was calculated as 0.89 in this study. |
Countries
Turkey (Türkiye)
Outcome results
None listed