A web-based intervention for social media addiction disorder management in higher education: Quantitative survey study
Authors: Dogan, H., Norman, H., Alrobai, A., Jiang, N., Nordin, N. and Adnan, A.
Journal: Journal of Medical Internet Research
Volume: 21
Issue: 10
eISSN: 1438-8871
DOI: 10.2196/14834
Abstract:Background: Social media addiction disorder has recently become a major concern and has been reported to have negative impacts on postgraduate studies, particularly addiction to Facebook. Although previous studies have investigated the effects of Facebook addiction disorder in learning settings, there still has been a lack of studies investigating the relationship between online intervention features for Facebook addiction focusing on postgraduate studies. Objective: In an attempt to understand this relationship, this study aimed to carry out an investigation on online intervention features for effective management of Facebook addiction in higher education. Methods: This study was conducted quantitatively using surveys and partial least square-structural equational modeling. The study involved 200 postgraduates in a Facebook support group for postgraduates. In the study, Bergen Facebook Addiction test was used to assess postgraduates’ Facebook addiction level, whereas online intervention features were used to assess postgraduates’ perceptions of online intervention features for Facebook addiction, which are as follows: (1) self-monitoring features, (2) manual control features, (3) notification features, (4) automatic control features, and (5) reward features. Results: The study discovered six Facebook addiction factors (relapse, conflict, salience, tolerance, withdrawal, and mood modification) and five intervention features (notification, auto-control, reward, manual control, and self-monitoring) that could be used in the management of Facebook addiction in postgraduate education. The study also revealed that relapse is the most important factor and mood modification is the least important factor. Furthermore, findings indicated that notification was the most important intervention feature, whereas self-monitoring was the least important feature. Conclusions: The study’s findings (addiction factors and intervention features) could assist future developers and educators in the development of online intervention tools for Facebook addiction management in postgraduate education.
https://eprints.bournemouth.ac.uk/32868/
Source: Scopus
A Web-Based Intervention for Social Media Addiction Disorder Management in Higher Education: Quantitative Survey Study.
Authors: Dogan, H., Norman, H., Alrobai, A., Jiang, N., Nordin, N. and Adnan, A.
Journal: J Med Internet Res
Volume: 21
Issue: 10
Pages: e14834
eISSN: 1438-8871
DOI: 10.2196/14834
Abstract:BACKGROUND: Social media addiction disorder has recently become a major concern and has been reported to have negative impacts on postgraduate studies, particularly addiction to Facebook. Although previous studies have investigated the effects of Facebook addiction disorder in learning settings, there still has been a lack of studies investigating the relationship between online intervention features for Facebook addiction focusing on postgraduate studies. OBJECTIVE: In an attempt to understand this relationship, this study aimed to carry out an investigation on online intervention features for effective management of Facebook addiction in higher education. METHODS: This study was conducted quantitatively using surveys and partial least square-structural equational modeling. The study involved 200 postgraduates in a Facebook support group for postgraduates. The Bergen Facebook Addiction test was used to assess postgraduates' Facebook addiction level, whereas online intervention features were used to assess postgraduates' perceptions of online intervention features for Facebook addiction, which are as follows: (1) self-monitoring features, (2) manual control features, (3) notification features, (4) automatic control features, and (5) reward features. RESULTS: The study discovered six Facebook addiction factors (relapse, conflict, salience, tolerance, withdrawal, and mood modification) and five intervention features (notification, auto-control, reward, manual control, and self-monitoring) that could be used in the management of Facebook addiction in postgraduate education. The study also revealed that relapse is the most important factor and mood modification is the least important factor. Furthermore, findings indicated that notification was the most important intervention feature, whereas self-monitoring was the least important feature. CONCLUSIONS: The study's findings (addiction factors and intervention features) could assist future developers and educators in the development of online intervention tools for Facebook addiction management in postgraduate education.
https://eprints.bournemouth.ac.uk/32868/
Source: PubMed
A Web-Based Intervention for Social Media Addiction Disorder Management in Higher Education: Quantitative Survey Study
Authors: Dogan, H., Norman, H., Alrobai, A., Jiang, N., Nordin, N. and Adnan, A.
Journal: JOURNAL OF MEDICAL INTERNET RESEARCH
Volume: 21
Issue: 10
ISSN: 1438-8871
DOI: 10.2196/14834
https://eprints.bournemouth.ac.uk/32868/
Source: Web of Science (Lite)
A Web-Based Intervention for Social Media Addiction Disorder Management in Higher Education: Quantitative Survey Study.
Authors: Dogan, H., Norman, H., Alrobai, A., Jiang, N., Nordin, N. and Adnan, A.
Journal: Journal of Medical Internet Research
Volume: 21
Issue: 10
Publisher: JMIR Publications
ISSN: 1438-8871
DOI: 10.2196/14834
Abstract:Background:
Social media addiction disorder has recently become a major concern and has been reported to have negative impacts on postgraduate studies, particularly addiction to Facebook. Although previous studies have investigated the effects of Facebook addiction disorder in learning settings, yet there has been a lack of studies conducted on investigating the relationship between online intervention features for Facebook addiction focusing on postgraduate studies.
Objective:
In an attempt to understand this relationship, we carried out an investigation on online intervention features for effective management of Facebook addiction in higher education.
Methods:
This study was conducted quantitatively using surveys and partial least square-structural equational modelling (PLS-SEM). The study involved 200 postgraduates in a Facebook support group for postgraduates. In the study, Bergen’s Facebook Addiction test was used to assess postgraduates’ Facebook addiction level while online intervention features were used to assess postgraduates’ perceptions of online intervention features for Facebook addiction, which are: (i) self-monitoring features; (ii) manual control features; (iii) notification features; (iv) automatic control features; and (v) reward features.
Results:
The study discovered that six Facebook addiction factor (relapse, conflict, salience, tolerance, withdrawal, and mood modification) and five intervention features (notification, auto-control, reward, manual control, and self-monitoring) that could be used in management of Facebook addiction in postgraduate education. The study also revealed that the relapse is the most important factor and mood modification is the least important. Furthermore, findings indicated notification was the most important intervention feature while self-monitoring was the least important.
Conclusions:
This implies that findings (addiction factors and intervention features) could assist future developed and educators in development of intervention tools for Facebook addiction management in postgraduate education.
https://eprints.bournemouth.ac.uk/32868/
https://preprints.jmir.org/preprint/14834
Source: Manual
Preferred by: Huseyin Dogan
A Web-Based Intervention for Social Media Addiction Disorder Management in Higher Education: Quantitative Survey Study.
Authors: Dogan, H., Norman, H., Alrobai, A., Jiang, N., Nordin, N. and Adnan, A.
Journal: Journal of medical Internet research
Volume: 21
Issue: 10
Pages: e14834
eISSN: 1438-8871
ISSN: 1439-4456
DOI: 10.2196/14834
Abstract:Background
Social media addiction disorder has recently become a major concern and has been reported to have negative impacts on postgraduate studies, particularly addiction to Facebook. Although previous studies have investigated the effects of Facebook addiction disorder in learning settings, there still has been a lack of studies investigating the relationship between online intervention features for Facebook addiction focusing on postgraduate studies.Objective
In an attempt to understand this relationship, this study aimed to carry out an investigation on online intervention features for effective management of Facebook addiction in higher education.Methods
This study was conducted quantitatively using surveys and partial least square-structural equational modeling. The study involved 200 postgraduates in a Facebook support group for postgraduates. The Bergen Facebook Addiction test was used to assess postgraduates' Facebook addiction level, whereas online intervention features were used to assess postgraduates' perceptions of online intervention features for Facebook addiction, which are as follows: (1) self-monitoring features, (2) manual control features, (3) notification features, (4) automatic control features, and (5) reward features.Results
The study discovered six Facebook addiction factors (relapse, conflict, salience, tolerance, withdrawal, and mood modification) and five intervention features (notification, auto-control, reward, manual control, and self-monitoring) that could be used in the management of Facebook addiction in postgraduate education. The study also revealed that relapse is the most important factor and mood modification is the least important factor. Furthermore, findings indicated that notification was the most important intervention feature, whereas self-monitoring was the least important feature.Conclusions
The study's findings (addiction factors and intervention features) could assist future developers and educators in the development of online intervention tools for Facebook addiction management in postgraduate education.https://eprints.bournemouth.ac.uk/32868/
Source: Europe PubMed Central
A Web-Based Intervention for Social Media Addiction Disorder Management in Higher Education: Quantitative Survey Study.
Authors: Dogan, H., Norman, H., Alrobai, A., Jiang, N., Nordin, N. and Adnan, A.
Journal: Journal of Medical Internet Research
Volume: 21
Issue: 10
ISSN: 1439-4456
Abstract:BACKGROUND: Social media addiction disorder has recently become a major concern and has been reported to have negative impacts on postgraduate studies, particularly addiction to Facebook. Although previous studies have investigated the effects of Facebook addiction disorder in learning settings, there still has been a lack of studies investigating the relationship between online intervention features for Facebook addiction focusing on postgraduate studies. OBJECTIVE: In an attempt to understand this relationship, this study aimed to carry out an investigation on online intervention features for effective management of Facebook addiction in higher education. METHODS: This study was conducted quantitatively using surveys and partial least square-structural equational modeling. The study involved 200 postgraduates in a Facebook support group for postgraduates. The Bergen Facebook Addiction test was used to assess postgraduates' Facebook addiction level, whereas online intervention features were used to assess postgraduates' perceptions of online intervention features for Facebook addiction, which are as follows: (1) self-monitoring features, (2) manual control features, (3) notification features, (4) automatic control features, and (5) reward features. RESULTS: The study discovered six Facebook addiction factors (relapse, conflict, salience, tolerance, withdrawal, and mood modification) and five intervention features (notification, auto-control, reward, manual control, and self-monitoring) that could be used in the management of Facebook addiction in postgraduate education. The study also revealed that relapse is the most important factor and mood modification is the least important factor. Furthermore, findings indicated that notification was the most important intervention feature, whereas self-monitoring was the least important feature. CONCLUSIONS: The study's findings (addiction factors and intervention features) could assist future developers and educators in the development of online intervention tools for Facebook addiction management in postgraduate education.
https://eprints.bournemouth.ac.uk/32868/
Source: BURO EPrints