ACT-Based Psychoeducation for Youth With Social Media Addiction (ACT-SM)

January 6, 2026 updated by: Zeynep KEKEÇ, Kahramanmaras Sutcu Imam University

The Effect of Acceptance and Commitment Therapy-Based Psychoeducation on Self-Esteem and Interpersonal Problem-Solving Skills in Youth With Social Media Addiction

While social media offers opportunities for connection and self-expression, it also brings significant challenges, particularly social media addiction, characterized by excessive and uncontrolled use. Although not officially recognized as a diagnostic category, its inclusion among behavioral addictions reflects its growing impact on mental health. Social media addiction may lead to psychological symptoms such as family and social conflicts, stress due to unmet responsibilities, anxiety, and irritability. This problem has become especially critical among young people. A 2025 meta-analysis found the prevalence of social media addiction among university students to be 18.4% and reported negative effects on academic achievement. Research also shows that social media addiction is associated with decreased self-esteem, emotion regulation difficulties, and dysfunctional interpersonal relationships. Social comparison tendencies and idealized digital identity presentations further harm young individuals' self-perceptions, contributing to low self-esteem and social anxiety.

Interpersonal difficulties experienced in relationships are defined as "interpersonal problems," while the cognitive-behavioral processes used to resolve these difficulties are called "interpersonal problem solving." These skills are essential for effective conflict resolution, social adaptation, relationship quality, and overall well-being. Social media shapes both the emergence and resolution of interpersonal problems; however, current knowledge in this area is limited. Excessive use contributes to interpersonal conflicts, deterioration of relationships, and reduced face-to-face communication. Thus, social media addiction may impair interpersonal problem-solving skills by disrupting daily functioning.

Although the literature includes correlational studies on social media addiction, self-esteem, and interpersonal functioning, research testing Acceptance and Commitment Therapy (ACT)-based psychoeducation remains scarce. This study offers a theoretical contribution by applying a third-wave therapy approach to the psychosocial challenges of the digital age. It aims to evaluate the effects of an ACT-based psychoeducation program developed for young individuals with social media addiction on self-esteem and interpersonal problem-solving skills. Given the limited number of such programs in Türkiye, this study is original and aims to fill an important gap in the literature.

Study Overview

Status

Not yet recruiting

Conditions

Intervention / Treatment

Detailed Description

The widespread use of technology and early access to digital devices have significantly increased in recent years. Continuous connectivity, mobility, and affordability allow users to interact freely with social media. Young individuals often integrate mobile devices into daily routines, spend excessive time online, and keep devices nearby even during sleep. While social media allows relationship-building and self-expression, excessive and uncontrolled use may lead to social media addiction. Although not officially recognized in psychiatric diagnostic systems, its classification under behavioral addictions reflects its increasing impact on mental health. Behavioral addictions may cause family and social conflicts, stress due to unmet responsibilities, anxiety, and irritability.

Social media addiction is particularly prevalent among young adults. A 2025 meta-analysis reported a prevalence rate of 18.4% among university students and its negative effects on academic performance. Another study with 1,215 students found higher addiction levels associated with increased depression scores. Excessive use also affects body dissatisfaction and self-esteem. These findings show that social media addiction decreases self-esteem, disrupts emotional regulation, and impairs interpersonal functioning. Social comparison tendencies and idealized digital identities may worsen self-perceptions, contributing to low self-esteem and social anxiety.

Multiple studies have shown significant negative relationships between social media addiction and self-esteem. Facebook addiction has been linked to low self-esteem. Similarly, low self-esteem was associated with higher social media addiction scores. Research from Ecuador reported moderate negative effects of social media addiction on self-esteem and well-being. A 2023 adolescent study found that addiction negatively predicted self-esteem and body image. Self-esteem is a fundamental construct related to life satisfaction, self-efficacy, psychological resilience, and interpersonal relationships.

Interpersonal difficulties are defined as "interpersonal problems," while cognitive and behavioral processes intended to reduce tension in these areas are conceptualized as "interpersonal problem-solving." Interpersonal problem-solving skills enable constructive conflict resolution and support social adaptation, relationship quality, and well-being. Social media influences how individuals generate and solve interpersonal problems, though evidence is limited. Excessive use leads to relationship deterioration, communication restrictions, and increased interpersonal conflicts. Social media addiction may impair interpersonal problem-solving due to its negative impact on overall functioning. Additionally, individuals with higher interpersonal problem-solving skills show lower addiction levels. Internet addiction has also been associated with avoidance-oriented coping.

Acceptance and Commitment Therapy (ACT), a mindfulness-based intervention focusing on psychological flexibility, encourages individuals to accept internal experiences and act in accordance with personal values. ACT promotes awareness of thoughts and emotions and engagement in value-driven behaviors. Research demonstrates its effectiveness for anxiety, depression, addictive behaviors, and self-perception. ACT-based interventions have reduced social media use and decreased psychological distress in university students. ACT has also been found effective in reducing FOMO and increasing psychological flexibility.

ACT has improved self-esteem and interpersonal problem-solving in diverse populations, such as individuals with schizophrenia, PCOS, body dysmorphic disorder, and obesity. ACT reduced internet addiction components and interpersonal difficulties among high school students. It also improved adolescents' interpersonal skills and was comparable to CBT in addressing interpersonal problems.

Despite the correlational evidence linking social media addiction to self-esteem and interpersonal functioning, ACT-based interventions remain limited, especially for young adults. Thus, our study offers theoretical and practical innovation by applying a third-wave therapy model to digital-age psychosocial problems. The study aims not only to reduce addictive behaviors but also to improve psychological flexibility, self-esteem, and interpersonal problem-solving skills. Findings are expected to guide mental health professionals, psychiatric nurses, counselors, and university guidance services.

The study also aligns with the 12th Development Plan (2024-2028), which emphasizes informing youth about digital risks, supporting evidence-based policy design, and promoting healthy technology use.

Hypotheses H1a: ACT-based psychoeducation increases self-esteem. H1b: ACT-based psychoeducation reduces ineffective interpersonal problem-solving.

H1c: ACT-based psychoeducation enhances effective interpersonal problem-solving.

H1d: ACT-based psychoeducation reduces social media addiction.

Study Design This randomized controlled trial (RCT) will be conducted at Kahramanmaraş Sütçü İmam University between November 1, 2025, and September 30, 2026. A 2×3 split-plot design (intervention/control × pretest/posttest/follow-up) will be used. Assessments will occur at baseline, post-intervention, and two-month follow-up.

Study Population and Sample The study population includes students aged 18-30 enrolled between 01/05/2025 and 01/06/2026. Based on GPower calculations (effect size d = 0.30; α = .05; power = .90), 31 participants per group were required. With 20% added for attrition, the total sample is 74 (37 per group). Intervention groups will consist of approximately 7-8 participants.

Randomization Participants scoring ≥4 on the SMAS-AF will be randomized using simple randomization (Research Randomizer). A statistician not involved in the study will manage allocation.

Variables Independent variable: ACT-based psychoeducation program

Dependent variables:

Rosenberg Self-Esteem Scale (RSES) Social Media Addiction Scale-Adult Form (SMAS-AF) Interpersonal Problem-Solving Inventory

Data Collection Tools Information Form; Rosenberg Self-Esteem Scale (RSES); Social Media Addiction Scale-Adult Form (SMAS-AF); Interpersonal Problem-Solving Inventory.

Implementation Baseline assessments will be completed face-to-face. The intervention group will attend eight ACT-based psychoeducation sessions administered by psychiatric nurse Zeynep Kekeç, certified in psychoeducation and ACT. Post-test assessments will be completed in the final session. The control group will not receive intervention during the study but will be offered a one-session program afterward.

Data Analysis Data will be analyzed in SPSS. Normality will be assessed using the Shapiro-Wilk test. Descriptive statistics will be calculated. Parametric or non-parametric analyses will be selected based on distribution. Cronbach's alpha values will be computed. Significance level: p < 0.05.

Ethical Considerations Ethical approval was obtained from the Kahramanmaraş Sütçü İmam University Medical Research Ethics Committee. Permissions for scales were secured. Participation is voluntary, and confidentiality and withdrawal rights will be ensured.

Study Type

Interventional

Enrollment (Estimated)

74

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Contact

Study Locations

  • Turkey (Türkiye)
    • Onikişubat
      • Kahramanmaraş, Onikişubat, Turkey (Türkiye), 46050
        • Kahramanmaraş Sütçü İmam Üniversitesi, Faculty of Health Sciences

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Adult

Accepts Healthy Volunteers

Yes

Description

Inclusion Criteria:

  • Voluntary participation in the study.
  • Age between 18 and 30 years.
  • Social Media Addiction Scale - Adult Form (SMAS-AF) item average score of 4 or higher.

Exclusion Criteria:

  • Hearing or speech impairments that would prevent completing the surveys.
  • Currently participating in a similar psychoeducational program.
  • Receiving treatment for any psychiatric disorder at the time of the study.

Withdrawal Criteria:

  • Missing two consecutive sessions
  • Disruptive behavior
  • Non-compliance with group rules
  • Failure to complete session assignments

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Other
  • Allocation: Randomized
  • Interventional Model: Parallel Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: Intervention Group - ACT-Based Psychoeducation
Participants in this group will receive an 8-session Acceptance and Commitment Therapy (ACT)-based psychoeducational program designed to improve self-esteem and interpersonal problem-solving skills while reducing social media addiction. Assessments will be conducted at baseline (pre-test), interim follow-up, and post-test, using validated scales. The intervention will be delivered in groups of 37 participants by a trained researcher.
Behavioral: ACT-Based Psychoeducational Program

The intervention consists of an 8-session Acceptance and Commitment Therapy (ACT)-based psychoeducational program aimed at improving self-esteem and interpersonal problem-solving skills and reducing social media addiction among young adults. Sessions will be delivered in small groups of 6-7 participants by a trained researcher with certification in ACT and psychoeducation.

Assessments will be conducted at three time points: baseline (pre-test), interim follow-up, and post-test. During the program, participants will engage in ACT exercises, mindfulness practices, and value-based activities, focusing on psychological flexibility, coping with negative internal experiences, and enhancing effective interpersonal strategies.

Participants will also complete validated scales for self-esteem, interpersonal problem-solving, and social media addiction at each assessment point.
No Intervention: Control Group - No Intervention (Waitlist)
Participants in this group will not receive any intervention during the study period. Assessments will be conducted at the same time points as the intervention group (baseline, interim follow-up, and post-test) using the same validated scales. After the 2-month follow-up, participants will receive a single psychoeducation session.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Social Media Addiction - Social Media Addiction Scale - Adult Form (SMAS-AF)
Time Frame: Baseline (Pre-test), Interim Follow-up (at the end of the 8-week intervention), Post-test (8 weeks after the "interim follow-up")
ACT-based psychoeducational intervention reduces participants' levels of social media addiction. The SMAS-AF comprises 20 items across two sub-dimensions: "Virtual Tolerance" and "Virtual Communication". The total score that can be obtained from the scale varies between 20 and 100, with higher scores indicating higher levels of social media addiction.
Baseline (Pre-test), Interim Follow-up (at the end of the 8-week intervention), Post-test (8 weeks after the "interim follow-up")
Self-Esteem - Rosenberg Self-Esteem Scale (RSES)
Time Frame: Baseline (Pre-test), Interim Follow-up (at the end of the 8-week intervention), Post-test (8 weeks after the "interim follow-up")
ACT-based psychoeducational intervention increases participants' levels of self-esteem. Total scores range from 0 to 6, with 0-1 indicating high self-esteem, 2-4 moderate self-esteem, and 5-6 low self-esteem.
Baseline (Pre-test), Interim Follow-up (at the end of the 8-week intervention), Post-test (8 weeks after the "interim follow-up")
Interpersonal Problem-Solving Skills
Time Frame: Baseline (Pre-test), Interim Follow-up (at the end of the 8-week intervention), Post-test (8 weeks after the "interim follow-up")
ACT-based psychoeducational intervention increase participants' ability to solve interpersonal problems. The instrument which is a five-point lichert scale comprised five sub-scales and 50 items in total. The items range from 1 (Completely inappropriate) to 5 (Completely appropriate). The high score received for each sub-scale indicates that the quality of solving interpersonal problem is also high. The five sub-scales are; negative approach to the problem (NA), constructive problem solving (CPS), lack of self-confidence (LSC), Irresponsiveness (I), and persistent-steadfast approach (PA). The number of items included in each subscale is respectively; 16, 16, 7, 5, and 6.
Baseline (Pre-test), Interim Follow-up (at the end of the 8-week intervention), Post-test (8 weeks after the "interim follow-up")

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Kahramanmaras Sutcu Imam University

Collaborators

University of Gaziantep

Investigators

  • Study Chair: Zeynep KEKEÇ, PhD student, Kahramanmaraş Sütçü İmam University, Faculty of Health Sciences
  • Study Director: Döndü ÇUHADAR, PhD, Gaziantep University, Faculty of Health Sciences

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Helpful Links

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Estimated)

January 10, 2026

Primary Completion (Estimated)

January 30, 2026

Study Completion (Estimated)

June 30, 2026

Study Registration Dates

First Submitted

December 1, 2025

First Submitted That Met QC Criteria

January 6, 2026

First Posted (Actual)

January 15, 2026

Study Record Updates

Last Update Posted (Actual)

January 15, 2026

Last Update Submitted That Met QC Criteria

January 6, 2026

Last Verified

December 1, 2025

More Information

Terms related to this study

Keywords

Additional Relevant MeSH Terms

Other Study ID Numbers

  • KSU-TAREK-2025/15-04

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

IPD Plan Description

Individual participant data from this study will not be shared to protect participant privacy and confidentiality. The data contain sensitive information regarding mental health and social media use of young adults, and sharing de-identified data could still pose a risk of re-identification. The study team will use the data exclusively for the purposes of the current research and related publications.

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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