Bağımlılığı Önleme Dersinin Davranışsal Bağımlılıklar ve Düzensiz Yeme Davranışları Üzerindeki Etkisi

Öz

Bu çalışma, üniversite öğrencilerinin davranışsal bağımlılıkları ve yeme davranışları üzerindeki Bağımlılığı Önleme dersinin etkisini inceleyerek yükseköğretimde daha sağlıklı yaşam alışkanlıklarının geliştirilmesine katkı sağlamayı amaçlamaktadır. Araştırma; genç yetişkinler arasında giderek yaygınlaşan teknoloji bağımlılığı, çevrim içi alışveriş bağımlılığı ve bozulmuş yeme davranışlarına odaklanmıştır. Araştırmanın örneklemini Türkiye’de öğrenim gören 104 lisans öğrencisi oluşturmuştur. Katılımcıların 52’si deney grubunda, 52’si kontrol grubunda yer almıştır. Deney grubu 10 hafta (20 saat) süren yapılandırılmış Bağımlılığı Önleme dersine katılmış, kontrol grubuna ise herhangi bir müdahale uygulanmamıştır. Program, araştırmacı rehberliğinde akran etkileşimli bir çerçevede yürütülmüş; davranışsal bağımlılıklar ve düzensiz yeme davranışlarında sık görülen öz-denetim eksikliğini hedeflemek amacıyla Bilişsel Davranışçı Terapi (BDT) teknikleri (bilişsel yeniden yapılandırma, öz-düzenleme) ve motivasyon artırma stratejileri kullanılmıştır. Araştırmada ön test–son test kontrol gruplu desen kullanılmıştır. Veriler; Kişisel Bilgi Formu, Teknoloji Bağımlılığı Ölçeği, Çevrim İçi Alışveriş Bağımlılığı Ölçeği ve Yeme Bozukluğu Davranışları Ölçeği aracılığıyla toplanmıştır. Bulgular, deney grubunda davranışsal bağımlılık düzeylerinde kontrol grubuna kıyasla anlamlı azalmalar olduğunu göstermiştir. Özellikle teknoloji bağımlılığının sosyal medya kullanımı, anlık mesajlaşma, çevrim içi oyun ve web sitesi kullanımı alt boyutlarında belirgin düşüşler saptanmıştır. Ayrıca çevrim içi alışveriş bağımlılığı ve düzensiz yeme davranışlarında da iyileşmeler görülmüştür. Sonuçlar, yapılandırılmış psiko-eğitsel programların üniversite öğrencilerinde davranışsal bağımlılıkları azaltmada ve sağlıklı alışkanlıkları desteklemede etkili olduğunu göstermektedir. Bu tür derslerin üniversite müfredatına entegre edilmesi ve sürdürülebilir rehberlik hizmetleriyle desteklenmesi önerilmektedir.

Anahtar Kelimeler

• teknoloji bağımlılığı
• çevrimiçi alışveriş bağımlılığı
• psikoeğitim programları
• düzensiz yeme davranışları

The Effect of Addiction Prevention Course on Behavioral Addictions and Disordered Eating Behavior

Abstract

This study examined the impact of an Addiction Prevention course on university students’ behavioral addictions and eating behaviors, aiming to promote healthier lifestyle habits in higher education. The research focused on technology addiction, online shopping addiction, and disordered eating, which are increasingly prevalent among young adults. The sample consisted of 104 undergraduate students in Türkiye, with 52 assigned to the experimental group and 52 to the control group. The experimental group participated in a structured 10-week (20-hour) Addiction Prevention course, while the control group received no intervention. The program was delivered within a peer-interactive framework under the guidance of the researcher and incorporated Cognitive Behavioral Therapy (CBT) techniques, such as cognitive restructuring and self-regulation, along with motivation enhancement strategies to address deficits in self-control associated with behavioral addictions and disordered eating. A pretest–posttest control group design was employed. Data were collected using a Personal Information Form, Technology Addiction Scale, Online Shopping Addiction Scale, and Eating Disorders Behavior Scale. Findings indicated significant reductions in behavioral addiction levels in the experimental group compared to the control group. Notable decreases were observed in subdimensions of technology addiction, including social media use, instant messaging, online gaming, and website usage. Improvements were also found in online shopping addiction and disordered eating behaviors. These results suggest that structured psychoeducational programs are effective in reducing behavioral addictions and promoting healthier habits among university students. Integrating such courses into university curricula and providing ongoing guidance services may help sustain these positive outcomes.

Keywords

• technology addiction
• online shopping addiction
• psychoeducational programs
• disordered eating

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