Effectiveness of the Self-Regulated Learning Driven Digital Health Prescriptions: Reducing Digital Addiction in Early Adolescence
This mixed-methods study demonstrates that a six-week Self-Regulated Learning-driven Digital Health Prescription intervention significantly reduced digital addiction tendencies and improved interpersonal relations among early adolescents in Türkiye compared to standard classroom activities.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
In the modern world, digital devices are woven into the fabric of daily life, offering connection, learning, and entertainment. Yet, for many young people, the line between healthy use and excessive dependence has become blurred. When screen time grows unchecked, it can interfere with sleep, attention, and real-world relationships, creating a pattern that resembles addiction. Psychologists and educators have long sought ways to help adolescents regain control without simply banning the technology they rely on. A promising avenue involves teaching young people how to manage their own behavior through a process called self-regulated learning. This approach does not rely on external rules imposed by parents or teachers; instead, it guides students to set their own goals, monitor their actions, and reflect on their choices. By turning the focus inward, the hope is that young people can develop the internal discipline needed to use technology consciously rather than compulsively.
Against this backdrop, researchers in Türkiye designed a study to test whether a specific, structured program could help sixth-grade students reduce their tendencies toward digital addiction. The team, led by Mustafa Fidan and Gizem YÖNAL, created a set of "digital health prescriptions." These were not medical orders, but rather a series of weekly activities designed to fit into the school curriculum. The program was built on the idea that if students actively plan their time, track their habits, and reflect on their week, they can replace mindless scrolling with more meaningful offline experiences. The study aimed to see if this method worked better than standard classroom lessons and to understand how the students felt about the experience.
The research took place in a public secondary school in northwest Türkiye, involving 50 sixth-grade students split into two groups. Both groups covered the same official lessons about the effects of technology on health and society. However, the treatment group received an additional six-week intervention. Each week, these students received a colorful booklet containing a "prescription" for the week ahead. The activities were designed to follow the three stages of self-regulated learning: planning, doing, and reflecting. At the start of each week, students set personal goals for how they would use their devices. They then engaged in specific tasks, such as reading a book, spending time with family, planting seeds, or playing non-digital games like Sudoku. Throughout the week, they marked their progress in the booklet. At the end of the week, they wrote a short summary of what they had achieved and how they felt, receiving feedback from their teacher. The control group simply completed their regular homework without these structured, reflective booklets.
Before the program began, researchers measured the students' digital addiction levels using a standard survey that looked at how technology use affected their relationships and their inner emotional state. The results showed that both groups started with similar levels of digital dependency. After the six weeks, the difference between the two groups became clear. The students who participated in the digital health prescription program showed a significant drop in their addiction scores. They reported fewer problems with their interpersonal relationships and fewer signs of withdrawing into themselves. In contrast, the students in the control group showed no such improvement; their scores remained largely unchanged. The data suggested that the structured practice of planning and reflecting helped the treatment group gain better control over their digital habits.
To understand what was happening inside the students' minds, the researchers spoke with six participants from the treatment group. The interviews revealed a shift in awareness. Many students described feeling more in charge of their time. One student noted that while they used to play games constantly, the program helped them realize they could do other things. Another mentioned that the booklets helped them keep promises they made to themselves, such as reading a book every week. The activities were often described as enjoyable rather than burdensome. Students spoke fondly of planting carnation seeds, painting stones, and creating art, noting that these tasks helped them socialize and feel a sense of accomplishment. While some students mentioned that finding time for the activities was sometimes difficult due to other schoolwork, the overall sentiment was that the program was fun and effective. They felt that the booklets gave them a way to step back from the screen and engage with the world around them.
The study concludes that this type of school-based intervention offers a practical way to support digital well-being in early adolescence. By giving students the tools to set their own goals and reflect on their behavior, the program helped them reduce their reliance on digital devices without removing the devices entirely. The findings suggest that when young people are guided to manage their own time and attention, they can develop healthier habits that extend beyond the classroom. The researchers acknowledge that the study was small and limited to one school, so the results are a strong indication rather than a final proof for all populations. However, the combination of quantitative data and student stories points to a clear path forward: teaching self-regulation through structured, reflective activities may be a key to helping the next generation find a balanced relationship with technology.
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