ACT-Based Psychoeducation for Youth With Social Media Addiction

NCT07343180 | Not Yet Recruiting

• 1 other identifier: KSU-TAREK-2025/15-04
• Study Type: interventional
• Target: 74
• Locations: 1 country
• Sites: 1

Brief Summary

While social media offers opportunities for connection and self-expression, it also brings significant challenges, particularly social media addiction, characterized by excessive and uncontrolled use. Although not officially recognized as a diagnostic category, its inclusion among behavioral addictions reflects its growing impact on mental health. Social media addiction may lead to psychological symptoms such as family and social conflicts, stress due to unmet responsibilities, anxiety, and irritability. This problem has become especially critical among young people. A 2025 meta-analysis found the prevalence of social media addiction among university students to be 18.4% and reported negative effects on academic achievement. Research also shows that social media addiction is associated with decreased self-esteem, emotion regulation difficulties, and dysfunctional interpersonal relationships. Social comparison tendencies and idealized digital identity presentations further harm young individuals' self-perceptions, contributing to low self-esteem and social anxiety. Interpersonal difficulties experienced in relationships are defined as "interpersonal problems," while the cognitive-behavioral processes used to resolve these difficulties are called "interpersonal problem solving." These skills are essential for effective conflict resolution, social adaptation, relationship quality, and overall well-being. Social media shapes both the emergence and resolution of interpersonal problems; however, current knowledge in this area is limited. Excessive use contributes to interpersonal conflicts, deterioration of relationships, and reduced face-to-face communication. Thus, social media addiction may impair interpersonal problem-solving skills by disrupting daily functioning. Although the literature includes correlational studies on social media addiction, self-esteem, and interpersonal functioning, research testing Acceptance and Commitment Therapy (ACT)-based psychoeducation remains scarce. This study offers a theoretical contribution by applying a third-wave therapy approach to the psychosocial challenges of the digital age. It aims to evaluate the effects of an ACT-based psychoeducation program developed for young individuals with social media addiction on self-esteem and interpersonal problem-solving skills. Given the limited number of such programs in Türkiye, this study is original and aims to fill an important gap in the literature.

Conditions

Social Media Addiction; Self Esteem; Interpersonal Problem; Problem-solving

Keywords

Social Media Addiction; Acceptance and Commitment Therapy (ACT); Psychoeducation; Interpersonal Problem-Solving; Self-Esteem; Behavioral Addiction

Outcome Measures

Primary Outcomes (3)

• Social Media Addiction - Social Media Addiction Scale - Adult Form (SMAS-AF)

  ACT-based psychoeducational intervention reduces participants' levels of social media addiction. The SMAS-AF comprises 20 items across two sub-dimensions: "Virtual Tolerance" and "Virtual Communication". The total score that can be obtained from the scale varies between 20 and 100, with higher scores indicating higher levels of social media addiction.

  Baseline (Pre-test), Interim Follow-up (at the end of the 8-week intervention), Post-test (8 weeks after the "interim follow-up")

• Self-Esteem - Rosenberg Self-Esteem Scale (RSES)

  ACT-based psychoeducational intervention increases participants' levels of self-esteem. Total scores range from 0 to 6, with 0-1 indicating high self-esteem, 2-4 moderate self-esteem, and 5-6 low self-esteem.

  Baseline (Pre-test), Interim Follow-up (at the end of the 8-week intervention), Post-test (8 weeks after the "interim follow-up")

• Interpersonal Problem-Solving Skills

  ACT-based psychoeducational intervention increase participants' ability to solve interpersonal problems. The instrument which is a five-point lichert scale comprised five sub-scales and 50 items in total. The items range from 1 (Completely inappropriate) to 5 (Completely appropriate). The high score received for each sub-scale indicates that the quality of solving interpersonal problem is also high. The five sub-scales are; negative approach to the problem (NA), constructive problem solving (CPS), lack of self-confidence (LSC), Irresponsiveness (I), and persistent-steadfast approach (PA). The number of items included in each subscale is respectively; 16, 16, 7, 5, and 6.

  Baseline (Pre-test), Interim Follow-up (at the end of the 8-week intervention), Post-test (8 weeks after the "interim follow-up")

Study Arms (2)

Intervention Group - ACT-Based Psychoeducation

EXPERIMENTAL

Participants in this group will receive an 8-session Acceptance and Commitment Therapy (ACT)-based psychoeducational program designed to improve self-esteem and interpersonal problem-solving skills while reducing social media addiction. Assessments will be conducted at baseline (pre-test), interim follow-up, and post-test, using validated scales. The intervention will be delivered in groups of 37 participants by a trained researcher.

Behavioral: ACT-Based Psychoeducational Program

Control Group - No Intervention (Waitlist)

NO INTERVENTION

Participants in this group will not receive any intervention during the study period. Assessments will be conducted at the same time points as the intervention group (baseline, interim follow-up, and post-test) using the same validated scales. After the 2-month follow-up, participants will receive a single psychoeducation session.

Interventions

ACT-Based Psychoeducational Program BEHAVIORAL

The intervention consists of an 8-session Acceptance and Commitment Therapy (ACT)-based psychoeducational program aimed at improving self-esteem and interpersonal problem-solving skills and reducing social media addiction among young adults. Sessions will be delivered in small groups of 6-7 participants by a trained researcher with certification in ACT and psychoeducation. Assessments will be conducted at three time points: baseline (pre-test), interim follow-up, and post-test. During the program, participants will engage in ACT exercises, mindfulness practices, and value-based activities, focusing on psychological flexibility, coping with negative internal experiences, and enhancing effective interpersonal strategies. Participants will also complete validated scales for self-esteem, interpersonal problem-solving, and social media addiction at each assessment point.

Intervention Group - ACT-Based Psychoeducation

Eligibility Criteria

• Age: 18 Years - 30 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Voluntary participation in the study.
• Age between 18 and 30 years.
• Social Media Addiction Scale - Adult Form (SMAS-AF) item average score of 4 or higher.

You may not qualify if:

• Hearing or speech impairments that would prevent completing the surveys.
• Currently participating in a similar psychoeducational program.
• Receiving treatment for any psychiatric disorder at the time of the study.
• Withdrawal Criteria:
• Missing two consecutive sessions
• Disruptive behavior
• Non-compliance with group rules
• Failure to complete session assignments

Sponsors & Collaborators

• Kahramanmaras Sutcu Imam University: lead
• University of Gaziantep: collaborator

Study Sites (1)

Kahramanmaraş Sütçü İmam Üniversitesi, Faculty of Health Sciences

Kahramanmaraş, Onikişubat, 46050, Turkey (Türkiye)

Location

Related Publications (39)

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Related Links

• Presidency of the Republic of Turkey, Presidency of Strategy and Budget. 2023. "Twelfth Development Plan (2024-2028)."
• Republic of Turkey Ministry of Health. (2018). National Strategy Document and Action Plan for Combating Behavioral Addictions (2019-2023). Directorate of Communications of the Republic of Turkey.

MeSH Terms

Conditions

Internet Addiction Disorder

Condition Hierarchy (Ancestors)

Technology Addiction; Behavior, Addictive; Compulsive Behavior; Impulsive Behavior; Behavior

Study Officials

• Zeynep KEKEÇ, PhD student

  Kahramanmaraş Sütçü İmam University, Faculty of Health Sciences

  STUDY CHAIR

• Döndü ÇUHADAR, PhD

  Gaziantep University, Faculty of Health Sciences

  STUDY DIRECTOR

Central Study Contacts

Zeynep KEKEÇ, PhD student

CONTACT

+904542104507; zeynepsunbul@ksu.edu.tr

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Research Assistant, Department of Psychiatric Nursing, Kahramanmaras Sutcu Imam University

Model Details: Participants will be randomly assigned to either the intervention group, which will receive an 8-session ACT-based psychoeducational program, or the control group, which will not receive any intervention during the study period. Randomization will be performed using Research Randomizer by a statistician not involved in the study. The intervention and control groups will each consist of 37 participants. Both groups will complete assessments at baseline (pre-test), interim follow-up, and post-test using validated scales for self-esteem, interpersonal problem-solving skills, and social media addiction. The control group will receive a single psychoeducation session after the follow-up assessment.

Study Record Dates

• First Submitted: December 1, 2025
• First Posted: January 15, 2026
• Study Start: January 10, 2026
• Primary Completion: January 30, 2026
• Study Completion (Estimated): June 30, 2026
• Last Updated: January 15, 2026

Record last verified: 2025-12

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)