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Breaking the Cycle of Social Media Addiction: Efficacy of a 4-STEP Training Program in Reducing Cognitive Fatigue, Psychological Distress, Academic Procrastination, and Burnout Among Adolescents (4-STEP)

10. September 2026 aktualisiert von: Qasir Abbas, Government College University Faisalabad

Breaking the Cycle of Social Media Addiction: Efficacy of a 4-STEP Training Program in Reducing Cognitive Fatigue, Psychological Distress, Academic Procrastination, and Burnout Among Adolescents - A Randomized Controlled Trial

The goal of this clinical trial is to evaluate the effectiveness of the 4-Step Training Program for Social Media Addiction (4-STEP-TPS) in reducing social media addiction, cognitive fatigue, psychological distress, academic burnout, and procrastination among university students. The study aims to promote healthier digital habits, psychological well-being, and improved academic functioning. Participants with elevated social media addiction will complete a 4-week intervention with one session per week. They will be randomly assigned to either an intervention group or a waitlist control group. Pre- and post-intervention assessments will be conducted to determine the program's effectiveness.

Studienübersicht

Status

Noch keine Rekrutierung

Bedingungen

Intervention / Behandlung

Detaillierte Beschreibung

In this research, a sample of approximately N = 200 school students will initially be approached for eligibility screening. Participants will be aged between 13 and 18 years and will be currently enrolled in a school. Participants with a minimum score of 84 on the Social Media Addiction Scale will be eligible for inclusion. Students with a history of severe physical illness, psychiatric or psychological disorders, or psychotic illness will be excluded. After eligibility assessment and screening, N = 40 participants will be selected and randomly allocated to an experimental group (n = 20) and a waitlist control group (n = 20).

The 4-Step Training Program will be delivered over four weeks, with one session per week. The program focuses on psychoeducation, treatment conceptualization and planning, effective management strategies, self-regulation, and relapse prevention. The study will assess changes in social media addiction, cognitive fatigue, psychological distress, academic burnout, and procrastination from pre-intervention to post-intervention.

The study is expected to provide evidence regarding the effectiveness of a structured intervention for managing social media addiction among university students. The 4-Step Training Program is anticipated to reduce social media addiction, cognitive fatigue, and psychological distress. Furthermore, the intervention is expected to improve academic functioning by reducing academic burnout and procrastination, while promoting healthier digital habits, better self-regulation, psychological well-being, and overall academic productivity.

Studientyp

Interventionell

Einschreibung (Geschätzt)

200

Phase

  • Unzutreffend

Kontakte und Standorte

Dieser Abschnitt enthält die Kontaktdaten derjenigen, die die Studie durchführen, und Informationen darüber, wo diese Studie durchgeführt wird.

Studienkontakt

  • Name: Qasir Abbas QAbbas Associated Professor, Phd, Clinical Psychology
  • Telefonnummer: 923337683133
  • E-Mail: qasirabbas47@yahoo.com

Studieren Sie die Kontaktsicherung

Studienorte

  • Pakistan
    • Punjab Province
      • Faisalabad, Punjab Province, Pakistan, 3800
        • Government College University Faisalabad
        • Kontakt:
          • Qasir QAbbas Abbas, Associate Professor, Phd, Clinical Psychology
          • Telefonnummer: 923337683133
          • E-Mail: qasirabbas47@yahoo.com

Teilnahmekriterien

Forscher suchen nach Personen, die einer bestimmten Beschreibung entsprechen, die als Auswahlkriterien bezeichnet werden. Einige Beispiele für diese Kriterien sind der allgemeine Gesundheitszustand einer Person oder frühere Behandlungen.

Zulassungskriterien

Studienberechtigtes Alter

  • Kind
  • Erwachsene

Akzeptiert gesunde Freiwillige

Ja

Beschreibung

Inclusion Criteria: Participants aged 13-18 years. Participants with a minimum score of 84 on the Social Media Addiction Scale. Exclusion Criteria:1) Participants below 13 years or above 18 years of age. Participants with any diagnosed psychiatric disorder or mental health condition.

-

Studienplan

Dieser Abschnitt enthält Einzelheiten zum Studienplan, einschließlich des Studiendesigns und der Messung der Studieninhalte.

Wie ist die Studie aufgebaut?

Designdetails

  • Hauptzweck: Behandlung
  • Zuteilung: Zufällig
  • Interventionsmodell: Parallele Zuordnung
  • Maskierung: Keine (Offenes Etikett)

Waffen und Interventionen

Teilnehmergruppe / Arm
Intervention / Behandlung
Kein Eingriff: Kontrollgruppe
Keine Behandlung
Experimental: Experimental: Experimental Group: Individual Setting 4-STEP-Training Program in 1-1 Setting

Behavioral: 4-STEP-Training Program for Social Media Addiction (4-STEP-TPS) 4 Modules with 1 Module being delivered in 1 weekly session of approximately 90 minutes. The details of each module/step is described as follows: Step

  1. (Module 1): S = Screening, Assessment and Psychoeducation: Involves screening and assessment of the problem, interpretation of the results, feedback and psychoeducation, identifying and breaking the resistance, motivation, and conceptualization. Step
  2. (Module 2): T = Treatment Conceptualization and Planning: Involves pattern identification, distortion identification, as well as pattern and distortions modifications. Step 3 (Module 3): E = Effective Management Strategies: Involves management strategies to treat the earlier identified patterns as well as the implementation and confirmation of activities via a Pattern Schedule Chart. Step 4 (Module 4): P = Prevention (Lapse-Relapse): Involves self-reflection and support building, monitoring and dependency check
Verhalten: 4-STEP-TPS
Four-step training program designed to reduce social media addiction and related psychological/academic difficulties among students.

Was misst die Studie?

Primäre Ergebnismessungen

Ergebnis Maßnahme
Maßnahmenbeschreibung
Zeitfenster
Social Networking Addiction Scale
Zeitfenster: After 4 weeks and reassessment up to 6 months]
Social Networking Addiction Scale (SNAS) was developed to measure addiction of all forms of social networking across six-dimensions salience (items 1-4), mood modification (items 5-7), tolerance (items 8-10), withdrawal (items 11-14), conflict (item 15-17), and relapse (items 18-21) (Shahnawaz & Rehman, 2020). The SNAS is a self-reported scale which entails 21-items scale rated on 7-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree). The score can range from 21 to 147. Any score above a total score of 84 signifies addiction. The scale has demonstrated good test-retest reliability of 0.88 and good validity as reported by Shahnawaz and Rehman (2020).
After 4 weeks and reassessment up to 6 months]
Multidimensional Fatigue Scale ( MFS)
Zeitfenster: after 4 weeks, and reassessment up to 6 months
The scale was designed to assess fatigue-related experiences among children and adolescents across multiple domains of functioning. The PedsQL Multidimensional Fatigue Scale consists of 18 items divided into three subscales: General Fatigue, Sleep/Rest Fatigue and Cognitive Fatigue with each subscale comprising six items. The instrument uses a 5-point Likert-scale response format which range from (0=Never to 4=Almost Always) with participants indicating how frequently they experienced each fatigue-related symptom during the past month. Lower scores on the Multidimentional Fatigue Scale items indicated greater levels of cognitive fatigue among the participants (Varni, n.d.).
after 4 weeks, and reassessment up to 6 months
Tuckman Procrastination Scale
Zeitfenster: at screening after 4 weekds, and reassessment up to 6 months]
The scale was developed to assess individual's tendencies to delay, postpone or avoid completing tasks and responsibilities. Since its development the TPS has been widely used to examine procrastination in educational settings among adolescent and student populations. The scale consists of 16 items and employs a 4-point Likert-scale response format ranging from (1=That is not me for sure, to 4=That is me for sure). Participants are asked to indicate the extent to which each statement describes their typical behavior. Higher scores on the scale indicate a greater tendency toward procrastination.
at screening after 4 weekds, and reassessment up to 6 months]
School Burnout Inventory
Zeitfenster: At screening, after 4 weeks and reassessment upto 6 months
School Burnout Inventory (SBI-9) 2009a). The instrument was designed to assess school-related burnout among adolescents and has been widely used in educational and psychological research to evaluate students' experiences of exhaustion and disengagement related to academic demands. In the present study, the School Burnout Inventory was administered to measure academic burnout among adolescent school students. The instrument was considered appropriate because it captures the multidimensional nature of burnout within the school context and has demonstrated satisfactory psychometric properties among adolescent populations. Scores on all items were summed to obtain an overall measure of academic burnout with higher scores reflecting greater levels of burnout.
At screening, after 4 weeks and reassessment upto 6 months
Depression Anxiety Stress Scale-21
Zeitfenster: At screening, after 4 weeks and reassessment upto 6 months
Depression Anxiety Stress Scales-21 (DASS-21). The DASS-21 and has been widely used in both clinical and non-clinical populations (S. H. Lovibond & Lovibond, 2011). The scale consists of 21 items distributed across three subscales: Depression, Anxiety and Stress with each subscale comprising seven items. The instrument employs a 4-point Likert-type response format ranging from (0=Never to 3=Always). Participants are asked to indicate the extent to which each statement applied to them during the previous week. In the present study the Urdu version of the DASS-21 was administered to measure psychological distress among adolescent school students.
At screening, after 4 weeks and reassessment upto 6 months

Mitarbeiter und Ermittler

Hier finden Sie Personen und Organisationen, die an dieser Studie beteiligt sind.

Sponsor

Government College University Faisalabad

Ermittler

  • Hauptermittler: Qasir Abbas QAbbas Abbas, Phd, Clinical Psychology, Government College University Faisalabad

Studienaufzeichnungsdaten

Diese Daten verfolgen den Fortschritt der Übermittlung von Studienaufzeichnungen und zusammenfassenden Ergebnissen an ClinicalTrials.gov. Studienaufzeichnungen und gemeldete Ergebnisse werden von der National Library of Medicine (NLM) überprüft, um sicherzustellen, dass sie bestimmten Qualitätskontrollstandards entsprechen, bevor sie auf der öffentlichen Website veröffentlicht werden.

Haupttermine studieren

Studienbeginn (Geschätzt)

15. September 2026

Primärer Abschluss (Geschätzt)

15. November 2026

Studienabschluss (Geschätzt)

30. November 2026

Studienanmeldedaten

Zuerst eingereicht

10. September 2026

Zuerst eingereicht, das die QC-Kriterien erfüllt hat

10. September 2026

Zuerst gepostet (Tatsächlich)

15. September 2026

Studienaufzeichnungsaktualisierungen

Letztes Update gepostet (Tatsächlich)

15. September 2026

Letztes eingereichtes Update, das die QC-Kriterien erfüllt

10. September 2026

Zuletzt verifiziert

1. September 2026

Mehr Informationen

Begriffe im Zusammenhang mit dieser Studie

Schlüsselwörter

Zusätzliche relevante MeSH-Bedingungen

Andere Studien-ID-Nummern

  • GCUF_4STEP-TPS-2026

Plan für individuelle Teilnehmerdaten (IPD)

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NEIN

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Studiert ein von der US-amerikanischen FDA reguliertes Arzneimittelprodukt

Nein

Studiert ein von der US-amerikanischen FDA reguliertes Geräteprodukt

Nein

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