L'efficacia di un programma basato sulla consapevolezza sulla dipendenza da video di breve durata negli adolescenti

The study will be conducted with high school students. Those who provide informed assent, along with parental informed consent, will complete pre-test questionnaires. Students scoring above the average on the Short Video Addiction Scale will be randomly assigned to either the intervention group or the control group. The intervention group will participate in an 8-week mindfulness-based program, consisting of one session per week. A post-test will be administered at the end of the 8-week program, and follow-up assessments will be conducted three months after the intervention is completed.

The program will last for 8 weeks, with one session held each week. Each session will focus on specific themes such as mindfulness, acceptance, and compassion. The sessions include explanations of these concepts as well as practical exercises like breath awareness and body scan. At the end of each week, participants will be assigned homework to help reinforce their practice.

Session Outline:

Session 1: Introduction and Mindfulness

Session 2: Sensations

Session 3: The Wandering Mind

Session 4: Challenges in Daily Life

Session 5: Reactions

Session 6: Compassion

Session 7: Acceptance

Session 8: Sustainability and Maintaining Practice

Students who provide informed assent, along with parental informed consent, will complete pre-test questionnaires. Those who score above the average on the Short Video Addiction Scale will be randomly assigned to either the intervention group or the control group. No intervention will be applied to the control group. Follow-up assessments will be conducted at the end of the 8-week period and again three months later.

The Short Video Addiction Scale, developed by Ye et al. (2022), aims to identify addiction, negative emotions, and experiences associated with watching short videos. The scale is unidimensional, consists of ten items, and uses a five-point Likert-type format. There are no reverse-scored items. Higher total scores indicate higher levels of addiction. The Turkish validity and reliability study of the scale was conducted by Türk and Yıldırım (2024), and the internal consistency coefficient of the scale was reported as 0.82.

The Short Video Flow Scale was developed by Ye et al. and consists of eight items under a single dimension. This five-point Likert-type scale is designed to assess experiences such as watching and enjoying short videos. No items are reverse-scored. Higher total scores indicate greater enjoyment and longer viewing durations of short videos. Sample items include: "I can get lost while watching short videos and continue watching without realizing how time passes" and "I get so absorbed in the videos that I lose track of time." The Turkish validity and reliability study of the scale was conducted by Türk and Yıldırım (2024), and its internal consistency coefficient was 0.87.

the General Phubbing Scale - Short Form, developed by Li (2022) to evaluate phubbing behavior, was chosen for use in the present study. The Turkish validity and reliability study for adolescents was conducted by Kaya et al. (2024). The scale consists of 12 items under four subdimensions-nomophobia (e.g., "I can't stand being away from my phone"), interpersonal conflict (e.g., "I get annoyed when others ask me to put down my phone and talk to them"), self-isolation (e.g., "I feel good when I stop focusing on others and engage with my phone"), and problem acknowledgment (e.g., "When I use my phone, I often find myself thinking 'just a few more minutes'"). It is a seven-point Likert-type scale, with total scores ranging from 12 to 84; higher scores indicate higher levels of phubbing behavior. Reliability evidence was supported by Cronbach's alpha and McDonald's omega coefficients, while model fit indices were reported as RMSEA = .051-.084, CFI = .933-.975, NNFI/TLI = .912-.968.