THE EFFECT OF THE MULTI-COMPONENT POSITIVE PSYCHOLOGY INTERVENTION ON ADOLESCENTS' LEVELS OF DIGITAL ADDICTION

Abstract

The increasing use of digital technological tools and related applications among adolescents, along with associated mental health problems, indicates the need for evidence-based intervention programs to protect adolescents from digital risks and support their healthy development. Therefore, this study aims to examine the effect of the Multi-Component Positive Psychology Intervention (MPPI) on adolescents' levels of digital addiction. The study was conducted using a pretest-posttest control group experimental design. The study group consisted of 24 adolescents attending a public high school (experimental group=12, control group=12; AgeRange=14-17, AgeMean=15.25, AgeSD=1.03). The experimental group received the five-session MPPI, which included components of character strengths and virtues, positive emotions, self-compassion, and positive relationships. No intervention was applied to the control group. Research data were collected using the Digital Addiction Scale at two time points: before and after the intervention. The findings showed that MPPI significantly reduced the experimental group's scores on the subscales of game addiction, social media addiction, and negative impact on daily life, as well as the total posttest scores, compared to the control group. These results suggest that MPPI may be an effective intervention approach to reduce digital addiction levels among adolescents. In this context, it is recommended that mental health professionals develop and implement multi-component interventions based on positive psychology principles to reduce digital addiction levels among adolescents.

Keywords

• Multi-component positive psychology intervention
• Digital addiction
• Gaming addiction
• Social media addiction

ÇOK BİLEŞENLİ POZİTİF PSİKOLOJİ PSİKO-EĞİTİM PROGRAMININ ERGENLERİN DİJİTAL BAĞIMLILIK DÜZEYLERİ ÜZERİNDEKİ ETKİSİ

Abstract

Ergenlerde dijital teknolojik araçların ve ilişkili uygulamaların giderek artan kullanımı ve buna bağlı ruh sağlığı sorunları, ergenlerin dijital risklerden korunması ve sağlıklı gelişimlerinin desteklenmesi için kanıta dayalı müdahale programlarına ihtiyaç olduğunu göstermektedir. Bu nedenle bu çalışma, Çok Bileşenli Pozitif Psikoloji Psiko-Eğitim Programı’nın (ÇBPP-PEP) ergenlerin dijital bağımlılık düzeyleri üzerindeki etkisini incelemeyi amaçlamaktadır. Çalışma, ön test-son test kontrol gruplu deneysel desende yürütülmüştür. Çalışma grubu bir devlet lisesinde öğrenim gören 24 ergenden oluşmaktadır (deney grubu=12, kontrol grubu=12; YaşRanj=14-17, YaşOrtalama=15.25, YaşSs=1.03). Deney grubundaki ergenlere karakter güçleri ve erdemler, pozitif duygular, öz-anlayış ve pozitif ilişkiler bileşenlerinden oluşan beş oturumluk ÇBPP-PEP uygulanmıştır. Kontrol grubundaki ergenlere ise herhangi bir uygulama yapılmamıştır. Araştırma verileri müdahale öncesi ve sonrası olmak üzere iki ölçümde Dijital Bağımlılık Ölçeği ile toplanmıştır. Bulgular, ÇBPP-PEP’nin deney grubundaki ergenlerin, kontrol grubundaki ergenlere kıyasla dijital bağımlılık ölçeğinin oyun bağımlılığı, sosyal medya bağımlılığı ve günlük hayata olumsuz etkisi alt boyut ve toplam son test puanlarını anlamlı düzeyde azalttığını göstermiştir. Bu sonuçlar, ÇBPP-PEP’nin ergenlerin dijital bağımlık düzeylerini azaltmada etkili bir müdahale yaklaşımı olabileceğini göstermektedir. Bu bağlamda, ruh sağlığı profesyonellerinin ergenlerin dijital bağımlılık düzeylerini azaltmak amacıyla pozitif psikoloji ilkelerine dayalı çok bileşenli psiko-eğitim programları geliştirmeleri ve uygulamaları önerilmektedir.

Keywords

• Çok bileşenli pozitif psikoloji psiko-ğitim programı
• Dijital bağımlılık
• Oyun bağımlılığı
• Sosyal medya bağımlılığı

Supporting Institution

Bu çalışma, herhangi bir maddi destek veya teşvik almamıştır.

Ethical Statement

Bu araştırma, Bingöl Üniversitesi’nin Sosyal ve Beşeri Bilimler Bilimsel Araştırma ve Yayın Etiği Kurulu’ndan alınan onay (Karar Tarihi: 05.05.2025, Karar Sayısı: E.209443) çerçevesinde yürütülmüştür. Araştırmanın tüm aşamalarında, Helsinki Deklarasyonu ilkelerine uyulmuştur. Çalışmaya dâhil edilen öğrencilere ve ebeveynlerine, araştırmanın amacı, yöntemi, veri toplama süreçleri, gizlilik ilkeleri ve katılımlarının gönüllülük esasına dayandığına dair ayrıntılı bilgilendirme yapılmış ve yazılı bilgilendirilmiş onamları alınmıştır.

Thanks

Yazar, çalışmaya katılan öğrencilere ve katılmalarını onaylayan ebeveynlere teşekkür eder.

References

1. Afriwilda, M. T., & Mulawarman, M. (2021). The effectiveness of motivational interviewing counseling to improve psychological well-being on students with online game addiction tendency. Islamic Guidance and Counseling Journal, 4(1), 106-115. https://doi.org/10.25217/igcj.v4i1.1235
2. Alkal, A. (baskıda). The role of psychological flexibility and emotion regulation in the relationship between smartphone addiction and psychological wellbeing in adolescents: Three-wave longitudinal serial mediation study. Health and Quality of Life Outcomes.
3. Alkal, A., & Çam, S. (2024). The effect of online multi-component positive psychology ıntervention on adolescents’ risky behaviors and psychological flexibility: a mixed method study. Journal of Happiness Studies, 25(8), 118. https://doi.org/10.1007/s10902-024-00840-w
4. Almourad, M. B., McAlaney, J., Skinner, T., Pleya, M., & Ali, R. (2020). Defining digital addiction: Key features from the literature. Psihologija, 53, 237-253.
5. Andreassen, C. S. (2015). Online social network site addiction: A comprehensive review. Current Addiction Reports, 2(2), 175-184. https://doi.org/10.1007/s40429-015-0056-9
6. Andreassen, C. S., Pallesen, S., & Griffiths, M. D. (2017). The relationship between addictive use of social media, narcissism, and self-esteem: Findings from a large national survey. Addictive Behaviors, 64, 287-293. https://doi.org/10.1016/j.addbeh.2016.03.006
7. Arslan, A., Kırık, A. M., Karaman, M., & Çetinkaya, A. (2015). Lise ve üniversite öğrencilerinde dijital bağımlılık. Uluslararası Hakemli İletişim ve Edebiyat Araştırmaları Dergisi, 8, 34-58.
8. Arslan, G., Yıldırım, M., Zangeneh, M., & Ak, İ. (2022). Benefits of positive psychology-based story reading on adolescent mental health and well-being. Child Indicators Research, 15(3), 781-793. https://doi.org/10.1007/s12187-021-09891-4 Ayaz-Alkaya, S., & Köse-Kabakcıoğlu, N. (2025). Prevalence and predisposing factors of digital game addiction and cyberbullying in adolescents: A cross-sectional study. Public Health, 241, 137-143. https://doi.org/10.1016/j.puhe.2025.02.012

9. Aydın, R., & Kul, M. (2021). Ergenlerde dijital oyun bağımlılığı ve uyku kalitesi arasındaki ilişkinin incelenmesi. Journal of Turkish Sleep Medicine, 8(1), 1-6. https://doi.org/10.4274/jtsm.galenos.2021.52207 Aziz, N., Nordin, M. J., Abdulkadir, S. J., & Salih, M. M. M. (2021). Digital addiction: systematic review of computer game addiction impact on adolescent physical health. Electronics, 10(9), 996. https://doi.org/10.3390/electronics10090996
10. Balcı, A. (2018). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler (13. Baskı). Ankara: Pegem Akademi. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri (Geliştirilmiş 23. Baskı). Ankara: Pegem Yayınları.
11. Cerniglia, L., Zoratto, F., Cimino, S., Laviola, G., Ammaniti, M., & Adriani, W. (2017). Internet addiction in adolescence: Neurobiological, psychosocial and clinical issues. Neuroscience & Biobehavioral Reviews, 76, 174-184. https://doi.org/10.1016/j.neubiorev.2016.12.024 ,
12. Cheng, C., Li, S., & Chen, S. (2024). Evaluation of a multicomponent positive psychology program to prevent gaming disorder and enhance mental wellness in primary pupils: A randomized controlled trial. Journal of Behavioral Addictions, 13(3), 871-883. https://doi.org/10.1556/2006.2024.00052
13. Christakis, D. A. (2019). The challenges of defining and studying "digital addiction" in children. JAMA, 321, 2277-2278. https://doi.org/10.1001/jama.2019.4690
14. Cilligol Karabey, S., Palanci, A., & Turan, Z. (2024). How does smartphone addiction affect the lives of adolescents socially and academically?: A systematic review study. Psychology, Health & Medicine, 29(3), 631-654. https://doi.org/10.1080/13548506.2023.2229241
15. Daysal Güler, B., Yılmazel, G., & Altay, B. (2023). Kırsaldaki ergenlerde akıllı telefon bağımlılığı ve psikososyal faktörler. Sağlık ve Toplum, 33(2), 171-182.
16. Ding, K., & Li, H. (2023). Digital addiction intervention for children and adolescents: a scoping review. International Journal of Environmental Research and Public Health, 20(6), 4777. https://doi.org/10.3390/ijerph20064777
17. Enez Darcin, A., Kose, S., Noyan, C. O., Nurmedov, S., Yılmaz, O., & Dilbaz, N. (2016). Smartphone addiction and its relationship with social anxiety and loneliness. Behaviour & Information Technology, 35(7), 520- 525. https://doi.org/10.1080/0144929X.2016.1158319
18. Filazoğlu-Çokluk, G., & Pekel, H. (2024). 14-15 yaş arası ergenlerde internet bağımlılığının, dikkat eksikliği ve hiperaktivite bozukluğu belirtileri ve depresyon ile ilişkisi. The Journal of Academic Social Science, 144(144), 288-304. https://doi.org/10.29228/ASOS.71410
19. Gao, X. J., Sun, J. J., & Xiang, M. (2021). Positive psychological intervention for anxiety, depression and coping in subjects addicted to online games. World Journal of Clinical Cases, 9(14), 3287. https://doi.org/10.12998/wjcc.v9.i14.3287 Honarmand Zadeh, R., & Sajjadian, I. (2016). Effectiveness of positive group intervention on psychological wellbeing, resiliency and happiness of foster care adolescent girls. Positive Psychology Research, 2(2), 35-50. https://doi.org/10.22108/ppls.2016.21335
20. Hou, Y., Xiong, D., Jiang, T., Song, L., & Wang, Q. (2019). Social media addiction: Its impact, mediation, and intervention. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 13(1), 4. https://doi.org/10.5817/CP2019-1-4 Iskender, M., & Akin, A. (2011). Self-compassion and Internet addiction. Turkish Online Journal of Educational Technology-TOJET, 10(3), 215-221.
21. Ke, G. N., & Wong, S. F. (2018). Outcome of the psychological intervention program: Internet use for youth. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 36 (2), 187-200. https://doi.org/10.1007/s10942-017-0281-3
22. Khazaei, F., Khazaei, O., & Ghanbari-H, B. (2017). Positive psychology interventions for internet addiction treatment. Computers in Human Behavior, 72, 304-311. https://doi.org/10.1016/j.chb.2017.02.065 Kocaman, O., Aktepe, E., & Sönmez, Y. (2017). Isparta il merkezi lise öğrencilerinde olası internet bağımlılığı ile saldırganlık ve empati düzeyleri arasındaki ilişkinin incelenmesi. Anadolu Psikiyatri Dergisi, 18(6), 602. Kuss, D. J., & Griffiths, M. D. (2012). Internet addiction: A systematic review of epidemiological research for the last decade. Current Pharmaceutical Design, 18(18), 4907-4918.
23. Kuss, D. J., & Griffiths, M. D. (2015). Social networking sites and addiction: Ten lessons learned. International Journal of Environmental Research and Public Health, 12(3), 1286-1306. https://doi.org/10.3390/ijerph120201286
24. Kuss, D. J., & Lopez-Fernandez, O. (2016). Internet addiction and problematic Internet use: A systematic review of clinical research. World Journal of Psychiatry, 6(1), 143-176. https://doi.org/10.5498/wjp.v6.i1.143 Lavy, S. (2019). A review of character strengths interventions in twenty-first-century schools: Their importance and how they can be fostered. Applied Research in Quality of Life, 14(2), 389-406. https://doi.org/10.1007/s11482-018-9700-6
25. Liu, M., Kamper-DeMarco, K. E., Zhang, J., Xiao, J., Dong, D., & Xue, P. (2022). Time spent on social media and risk of depression in adolescents: A dose–response meta-analysis. International Journal of Environmental Research and Public Health, 19(9), 5164. https://doi.org/10.3390/ijerph19095164
26. Longstreet, P., Brooks, S., & Gonzalez, E. S. (2019). Internet addiction: When the positive emotions are not so positive. Technology in Society, 57, 76-85. https://doi.org/10.1016/j.techsoc.2018.12.004 Mantelou, A., & Karakasidou, E. (2017). The effectiveness of a brief self-compassion ıntervention program on self-compassion, positive and negative affect and life satisfaction. Psychology, 8, 590-610. https://doi.org/10.4236/psych.2017.84038
27. Meng, S. Q., Cheng, J. L., Li, Y. Y., Yang, X. Q., Zheng, J. W., Chang, X. W., ... & Shi, J. (2022). Global prevalence of digital addiction in general population: A systematic review and meta-analysis. Clinical Psychology Review, 92, 102128. https://doi.org/10.1016/j.cpr.2022.102128
28. Mitropoulou, E. M., Karagianni, M., & Thomadakis, C. (2022). Social media addiction, Self-Compassion, and psychological Well-Being: A structural equation model. Alpha Psychiatry, 23(6), 298. https://doi.org/10.5152/alphapsychiatry.2022.22957
29. Montag, C., & Walla, P. (2016). Carpe diem instead of losing your social mind: Beyond digital addiction and why we all suffer from digital overuse. Cogent Psychology, 3(1), 1157281. https://doi.org/10.1080/23311908.2016.1157281
30. Nesi, J., & Prinstein, M. J. (2015). Using social media for social comparison and feedback-seeking: Gender and popularity moderate associations with depressive symptoms. Journal of Abnormal Child Psychology, 43(8), 1427-1438. https://doi.org/10.1007/s10802-015-0020-0
31. Özparlak, A., Özkan, Z., Kara, H., & Karakaya, D. (2025). Is positive mental health a protective factor against problematic internet use in adolescents? A cross-sectional study. Journal of Pediatric Nursing, 85, 232- 238. https://doi.org/10.1016/j.pedn.2025.07.036
32. Purwaningsih, E., & Nurmala, I. (2021). The impact of online game addiction on adolescent mental health: A systematic review and meta-analysis. Open Access Macedonian Journal of Medical Sciences (OAMJMS), 9(F), 260-274. https://oamjms.eu/index.php/mjms/index
33. Riany, Y. E., & Saadatunnisa, R. (2022). Adolescent character strengths: Associations with parental attachment and ınternet addiction. International Journal of Interdisciplinary Educational Studies, 17(1), 71-84. https://doi.org/10.18848/2327-011X/CGP/v17i01/71-84
34. Rusk, R. D., Vella-Brodrick, D. A., & Waters, L. (2017). A complex dynamic systems approach to lasting positive change: The synergistic change model. The Journal of Positive Psychology, 13(4), 406-418. https://doi.org/10.1080/17439760.2017.1291853
35. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
36. Seligman, M. (2018). PERMA and the building blocks of well-being. Journal of Positive. Psychology, 13(4), 333- 335. https://doi.org/10.1080/17439760.2018.1437466
37. Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American psychologist, 60(5), 410-421. https://doi.org/10.1037/0003-066X.60.5.410 Shoshani, A., & Steinmetz, S. (2014). Positive psychology at school: A school-based intervention to promote adolescents' mental health and well-being. Journal of Happiness Studies, 15(6), 1289-1311. https://doi.org/10.1007/s10902-013-9476-1
38. Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practice-friendly meta-analysis. Journal of Clinical Psychology, 65(5), 467- 487. https://doi.org/10.1002/jclp.20593
39. Spada, M. M. (2014). An overview of problematic internet use. Addictive Behaviors, 39(1), 3-6. https://doi.org/10.1016/j.addbeh.2013.09.007
40. Suldo, S. M., Savage, J. A., & Mercer, S. H. (2014). Increasing middle school students’ life satisfaction: Efficacy of a positive psychology group intervention. Journal of Happiness Studies, 15(1), 19-42. https://doi.org/10.1007/s10902-013-9414-2
41. Tabachnick, B. G. ve Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.).Boston:Pearson. Tejada-Gallardo, C., Blasco-Belled, A., Torrelles-Nadal, C., & Alsinet, C. (2020). Effects of school-based multicomponent positive psychology interventions on well-being and distress in adolescents: A systematic review and meta-analysis. Journal of Youth and Adolescence, 49(10), 1943-1960. https://doi.org/10.1007/s10964-020-01289-9
42. Tuncay, B., & Göger, B. (2022). Ergenlerde dijital oyun bağımlılığı ve uyku kalitesi arasındaki ilişkinin incelenmesi. Journal of Türkish Sleep Medicine, 9(1), 79-84.
43. Wang, Z., Hong, B., Zhang, Y., Su, Y., Li, M., Zhao, L., & Jia, P. (2023). Children and adolescents’ positive youth development qualities and internet addiction during the COVID-19 pandemic: A longitudinal study in China. Frontiers in Psychiatry, 13, 1068737. https://doi.org/10.3389/fpsyt.2022.1068737
44. Waters, L. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75-90. https://doi.org/10.1375/aedp.28.2.75 Waters, L., & Loton, D. (2019). SEARCH: A meta-framework and review of the field of positive education. International Journal of Applied Positive Psychology, 4, 1-46. https://doi.org/10.1007/s41042-019-00017-4
45. Yağcı, M., & Yıldız, M. A. (2020). Ortaokul öğrencilerinde sosyal medya bağımlılığı: Duygusal yoksunluk ve davranışsal sorunlar ile ilişkisi. İlköğretim Online, 19(3), 1325-1339.
46. Yang, X., Lei, L., Huang, Z., & Wang, Z. (2022). The effect of a hope-based intervention on internet addiction among adolescents: The mediating role of meaning in life. Journal of Adolescence, 94, 321-332. https://doi.org/10.1016/j.adolescence.2022.07.002
47. Ye, X. L., Zhang, W., & Zhao, F. F. (2023). Depression and internet addiction among adolescents: A meta- analysis. Psychiatry Research, 326, 115311. https://doi.org/10.1016/j.psychres.2023.115311 Zhao, Y., Qu, D., Chen, S., & Chi, X. (2022). Network analysis of internet addiction and depression among Chinese college students during the COVID-19 pandemic: a longitudinal study. Computers in Human Behavior, 138, 107424. https://doi.org/10.1016/j.chb.2022.107424
48. Zhu, Q., Zhang, Y., & Zhao, Y. (2021). Effectiveness of a positive psychology intervention for reducing social media addiction among adolescents: A randomized controlled trial. Cyberpsychology, Behavior, and Social Networking, 24(9), 583-589. https://doi.org/10.1089/cyber.2020.0666