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.
調査の概要
状態
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Aydın
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Efeler、Aydın、トルコ（Türkiye）
- AydınAdnan Menderes University, Faculy of Nursing, Division Public Health Nursing
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参加基準
適格基準
就学可能な年齢
- 大人
健康ボランティアの受け入れ
説明
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.
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：ヘルスサービス研究
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：なし（オープンラベル）
武器と介入
参加者グループ / アーム |
介入・治療 |
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実験的：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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実験的：Control group
The control group received no intervention.
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The control group received no intervention.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Personal Information Form
時間枠：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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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Young Internet Addiction Test-Short Form
時間枠：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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その他の成果指標
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Pittsburgh Sleep Quality Index (PSQI)
時間枠：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
時間枠：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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協力者と研究者
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
追加の関連 MeSH 用語
その他の研究ID番号
- Digital Addiction
個々の参加者データ (IPD) の計画
個々の参加者データ (IPD) を共有する予定はありますか?
IPD プランの説明
IPD 共有時間枠
IPD 共有アクセス基準
IPD 共有サポート情報タイプ
- CSR
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
米国FDA規制機器製品の研究
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