The Effect of a Digital Literacy Program on Problematic Internet Use, Emotion Regulation, and Loneliness in Adolescents: A Randomized Controlled Trial

NCT07367919 | Not Yet Recruiting DMC

• 1 other identifier: B.30.2.ATA.0.01.00/399
• Study Type: interventional
• Target: 64
• Locations: 1 country
• Sites: 1

Brief Summary

The purpose of this study is to examine the effects of a digital literacy program on problematic internet use, emotion regulation, and loneliness among adolescents. The study aims to answer the following key questions:

• Does a digital literacy program for adolescents affect problematic internet use, emotion regulation skills, and loneliness?
• What is the effect of a digital literacy program for adolescents on the level of problematic internet use?
• What is the effect of a digital literacy program for adolescents on emotion regulation skills?
• What is the effect of a digital literacy program for adolescents on loneliness? Researchers will conduct pretest and posttest evaluations in the experimental and control groups to determine the effects of the digital literacy program on problematic internet use, emotion regulation, and loneliness in adolescents. Participants in the experimental group who meet the inclusion criteria will receive 8 weeks of positive youth development-based digital literacy training, 40 minutes per week. After the posttest measurements are completed, the intervention group will receive 2 weeks of digital literacy training.

Conditions

Healthy Adolescents

Keywords

Digital Literacy; Problematic Internet Use; Emotion Regulation; Loneliness

Outcome Measures

Primary Outcomes (3)

• Change in Generalized Problematic Internet Use (GPIU-2) Scores

  The Turkish adaptation of the Generalized Problematic Internet Use Scale 2 (GPIUS2) will be used in the research. The scale consists of four subdimensions and 15 items, namely online social interaction preference, emotion regulation, inadequate self-regulation, and negative consequences. It is scored using a 5-point Likert-type scale with the values of "Strongly Disagree," "Disagree," "Undecided," "Agree," and "Strongly Agree." Caplan did not report a cutoff point for the original Generalized Problematic Internet Use Scale 2. In the study conducted by Machimbarrena et al., an ROC curve analysis was performed to determine the cutoff point for GPIUS2, and a score of 52 was recommended to distinguish problematic and non-problematic internet users.

  8 weeks (baseline to post-intervention)

• Change in Emotion Regulation Scores

  The Emotion Regulation Scale for Adolescents is a tool for assessing adolescents' emotion regulation with four subdimensions: internal functional emotion regulation, internal dysfunctional emotion regulation, external functional emotion regulation, and external dysfunctional emotion regulation. The scale consists of a total of 18 items and is scored using a 5-point Likert-type scale: "Never (1), Rarely (2), Sometimes (3), Most of the time (4), and Always (5). Item response scores for each subdimension are calculated individually and indicate the individual's frequency of using the relevant emotion regulation method. The subdimension with the highest total score is the individual's most frequently used emotion regulation method. There are no reverse-scored items.

  8 weeks (baseline to post-intervention)

• Change in Adolescent Loneliness Scores

  The single-dimensional scale, applied to adolescents aged 14-19, consists of 7 items and is scored with a 4-point Likert-type scale of "(1) Never, (2) Rarely, (3) Sometimes, and (4) Always." Item 5 of the scale is reverse-scored. The highest score that can be obtained from the scale is 28, while the lowest is 7. Higher scores indicate higher feelings of loneliness. The Cronbach's alpha internal consistency coefficient of the scale was found to be α=0.74. The test-retest reliability of the UYÖ-SF, administered to 64 high school students at a two-week interval, was found to be r=0.84.

  8 weeks (baseline to post-intervention)

Study Arms (2)

experimental group

ACTIVE COMPARATOR

Participants in this group will participate in an eight-week positive youth development-based digital literacy program. The program includes in-person sessions with interactive exercises on digital literacy, problematic internet use, emotion regulation, and loneliness.

Other: DIGITAL LITERACY PROGRAM

control group

NO INTERVENTION

Participants in this group will not receive any program during the study. Following the post-test measurements, they will receive two weeks of digital literacy training.

Interventions

DIGITAL LITERACY PROGRAM OTHER

This intervention is an eight-week, face-to-face, Positive Youth Development-Based Digital Literacy Program designed specifically for adolescents. It includes interactive sessions, discussions, and exercises that address digital literacy, problematic internet use, emotion regulation, and loneliness. The program differs from other digital literacy interventions because it integrates positive youth development principles and focuses on both online behavior and emotional skills.

experimental group

Eligibility Criteria

• Age: 12 Years - 18 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64)

You may qualify if:

• Agreeing to participate in a face-to-face education program
• Obtaining written consent from students and parents
• Attending school during the study period
• Being a 9th, 10th, or 11th-grade student
• Scoring 52 or higher on the Generalized Problematic Internet Use Scale 2

You may not qualify if:

• Not completing the measurements and applications
• Not being able to participate in the program due to health or special circumstances
• Changing schools for any reason
• Being a 12th grade student
• Having previously received digital literacy training

Sponsors & Collaborators

• Ataturk University: lead

Study Sites (1)

Bayburt Milli İrade Anadolu Lisesi, Bayburt Fen Lisesi

Bayburt, Bayburt, 69000, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Emotional Regulation

Condition Hierarchy (Ancestors)

Self-Control; Social Behavior; Behavior

Study Officials

• Sümeyra DEMİRELİ, PhD student

  Ataturk University

  PRINCIPAL INVESTIGATOR

• Hatice DURMAZ, Associate Professor

  Ataturk University

  STUDY DIRECTOR

Central Study Contacts

Sümeyra DEMİRELİ, PhD student

CONTACT

+905438363745; sumeyraademirelii@gmail.com

Hatice DURMAZ, Associate Professor

CONTACT

+905309218527; haticedurmaz_25@hotmail.com

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Masking Details: Participants will be unaware of their group assignment. The intervention provider (researcher) will not be unaware of the nature of the educational intervention. Data collection will be conducted by an independent evaluator unaware of group assignment. Additionally, a data analyst will conduct statistical analysis unaware of group assignment.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: PhD student

Model Details: The study population consists of 9th, 10th, and 11th-grade students (N=2,578) attending secondary schools in Bayburt. Stratified sampling will be used to ensure homogeneity among classes, and experimental and control groups will be determined using a simple random method. Randomization will be conducted through random.org, and groups will be finalized before the eight-week training program. The study will be conducted at two different schools to prevent interaction between groups, and the control group will receive a two-week post-training program. Due to the nature of the study, blinding of the researcher will not be possible. Data will be collected by an independent interviewer, and statistical blinding will be applied. Sample size was calculated using G\*Power 3.1.9.4 with α=0.05, power=0.85, and effect size=0.80. Approximately 32 students were planned for each group. The study is a randomized controlled trial with a pretest-posttest design.

Study Record Dates

• First Submitted: December 10, 2025
• First Posted: January 26, 2026
• Study Start: February 1, 2026
• Primary Completion: April 1, 2026
• Study Completion (Estimated): June 1, 2026
• Last Updated: January 26, 2026

Record last verified: 2026-01

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)