Theory of Planned Behavior-Based Digital Addiction and Screen Time Management Training for Teachers
The Impact of a Planned Behavior Theory-Based Digital Addiction and Screen Time Management Training on Teachers' Internet Addiction, Sleep Quality, and Psychological Well-being
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.
Přehled studie
Postavení
Typ studie
Zápis (Aktuální)
Fáze
- Nelze použít
Kontakty a umístění
Studijní místa
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Aydın
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Efeler, Aydın, Turecko (Türkiye)
- AydınAdnan Menderes University, Faculy of Nursing, Division Public Health Nursing
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Kritéria účasti
Kritéria způsobilosti
Věk způsobilý ke studiu
- Dospělý
Přijímá zdravé dobrovolníky
Popis
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.
Studijní plán
Jak je studie koncipována?
Detaily designu
- Primární účel: Výzkum zdravotnických služeb
- Přidělení: Randomizované
- Intervenční model: Paralelní přiřazení
- Maskování: Žádné (otevřený štítek)
Zbraně a zásahy
Skupina účastníků / Arm |
Intervence / Léčba |
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Experimentální: experimental group
The teachers in the experimental group were provided with Digital Addiction and Screen Time Management Trainings based on the Theory of Planned Behavior, which were developed by the researchers through literature review and expert opinions.
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The Digital Addiction and Screen Time Management Training Based on the Theory of Planned Behavior was implemented over a period of six weeks.
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Experimentální: Control group
The control group received no intervention.
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The control group received no intervention.
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Co je měření studie?
Primární výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
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Personal Information Form
Časové okno: Baseline, immediately after intervention, 3 month after intervention.
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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.
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Baseline, immediately after intervention, 3 month after intervention.
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Sekundární výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
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Young Internet Addiction Test-Short Form
Časové okno: Baseline, immediately after intervention, 3 month after intervention.
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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.
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Baseline, immediately after intervention, 3 month after intervention.
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Další výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
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Pittsburgh Sleep Quality Index (PSQI)
Časové okno: Baseline, immediately after intervention, 3 month after intervention.
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Developed by Buysse et al. (1989), PSQI measures sleep quality/problems over the past month.
Cronbach's alpha = 0.80; validity confirmed via test-retest.
Turkish adaptation by Ağargün et al. (1996) also showed α = 0.80, confirming psychometric stability.
Total 24 items: 19 self-reported, 5 based on spouse/roommate observations (clinical use only; roommate item excluded from scoring).
Scoring uses 18 items across 7 components, each item 0-3.
Total score 0-21; ≥5 = clinically significant.
Components: Subjective Sleep Quality (item 6), Sleep Latency (items 2+5a), Sleep Duration (item 4), Sleep Efficiency (items 1+3+4), Sleep Disturbances (5b-5j), Medication Use (item 7), Daytime Dysfunction (items 8+9).
Item 4 is used for both Sleep Duration and Sleep Efficiency, a key design feature.
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Baseline, immediately after intervention, 3 month after intervention.
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Psychological Well-Being Scale
Časové okno: Baseline, immediately after intervention, 3 month after intervention.
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Diener and colleagues (2009) developed a measurement tool to assess individuals' socio-psychological health status (Diener et al., 2010).
This scale was later adapted to Turkish culture by Telef (2013) and transformed into an 8-item form (Telef et al., 2013).
In the analyses conducted, the factor loadings of the scale items were found to range between 0.54 and 0.76.
As a result of the reliability analyses of the scale, the Cronbach's alpha coefficient was calculated as 0.80.
It was determined that the item-total correlation coefficients ranged between 0.41 and 0.63, and the t-test results were statistically significant (p < 0.001).
The response options used in the scale have a seven-point Likert-type structure: "Strongly disagree," "Disagree," "Slightly disagree," "Undecided," "Slightly agree," "Agree," and "Strongly agree.
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Baseline, immediately after intervention, 3 month after intervention.
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Spolupracovníci a vyšetřovatelé
Sponzor
Termíny studijních záznamů
Hlavní termíny studia
Začátek studia (Aktuální)
Primární dokončení (Aktuální)
Dokončení studie (Aktuální)
Termíny zápisu do studia
První předloženo
První předloženo, které splnilo kritéria kontroly kvality
První zveřejněno (Aktuální)
Aktualizace studijních záznamů
Poslední zveřejněná aktualizace (Aktuální)
Odeslaná poslední aktualizace, která splnila kritéria kontroly kvality
Naposledy ověřeno
Více informací
Termíny související s touto studií
Další relevantní podmínky MeSH
Další identifikační čísla studie
- Digital Addiction
Plán pro data jednotlivých účastníků (IPD)
Plánujete sdílet data jednotlivých účastníků (IPD)?
Popis plánu IPD
Časový rámec sdílení IPD
Kritéria přístupu pro sdílení IPD
Typ podpůrných informací pro sdílení IPD
- CSR
Informace o lécích a zařízeních, studijní dokumenty
Studuje lékový produkt regulovaný americkým FDA
Studuje produkt zařízení regulovaný americkým úřadem FDA
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