A web-based intervention for social media addiction disorder management in higher education: Quantitative survey study

This source preferred by Huseyin Dogan

Authors: Dogan, H., Norman, H., Alrobai, A., Jiang, N., Nordin, N. and Adnan, A.

http://eprints.bournemouth.ac.uk/32868/

https://preprints.jmir.org/preprint/14834

Journal: Journal of Medical Internet Research

Volume: 21

Issue: 10

Publisher: JMIR Publications

ISSN: 1438-8871

DOI: 10.2196/14834

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.

This data was imported from PubMed:

Authors: Dogan, H., Norman, H., Alrobai, A., Jiang, N., Nordin, N. and Adnan, A.

http://eprints.bournemouth.ac.uk/32868/

Journal: J Med Internet Res

Volume: 21

Issue: 10

Pages: e14834

eISSN: 1438-8871

DOI: 10.2196/14834

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.

This data was imported from Scopus:

Authors: Dogan, H., Norman, H., Alrobai, A., Jiang, N., Nordin, N. and Adnan, A.

http://eprints.bournemouth.ac.uk/32868/

Journal: Journal of Medical Internet Research

Volume: 21

Issue: 10

eISSN: 1438-8871

DOI: 10.2196/14834

© Huseyin Dogan, Helmi Norman, Amen Alrobai, Nan Jiang, Norazah Nordin, Anita Adnan. 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.

This data was imported from Web of Science (Lite):

Authors: Dogan, H., Norman, H., Alrobai, A., Jiang, N., Nordin, N. and Adnan, A.

http://eprints.bournemouth.ac.uk/32868/

Journal: JOURNAL OF MEDICAL INTERNET RESEARCH

Volume: 21

Issue: 10

ISSN: 1438-8871

DOI: 10.2196/14834

The data on this page was last updated at 05:03 on January 18, 2020.