Development and Effect of a Smartphone Overdependence Prevention Program for University Students Based on Self-Determination Theory

Abstract

This study aimed to develop a smartphone overdependence prevention program for college students based on the self-determination theory (SDT) and evaluate its effectiveness. Methods: A non-equivalent control group repeated measures design was used for the study. Participants were 64 university freshmen (experimental group: 29, control group: 35). The developed program consists of eight sessions conducted twice a week. The program was designed to promote autonomy, competence, and relatedness the three elements of the basic psychological needs of self-determination theory. The participants were assessed before the program, immediately after, and 1 and 3 months after the program. Data were collected from April 23 to September 14, 2018 and analyzed by performing a Chi-square test, Fisher's exact test, independent t-test, and repeated measures ANOVA using SPSS/WIN 23.0. Results: This study showed improvement in the basic psychological needs (F=3.90, p=.010) in the experimental group compared to the control group. Specifically, competence (F=2.93, p=.035), relatedness (F=2.89, p=.045), and self-regulatory ability (F=3.11, p=.028) improved significantly. Conclusion: Study findings indicate that the smartphone overdependence prevention program based on the Self-determination theory could be an effective intervention for improving basic psychological needs and self-regulation ability. Therefore, this program could be an efficient strategy for smartphone overdependence prevention in university students.

Effects of On-Campus and Off-Campus Smartphone Overdependence Prevention Programs Among University Students

“…In the present study, the self-regulatory ability showed an increase during the follow-up period in EG1 and EG2 although such increase was statistically insignificant. This result was similar to results of a previous study on smartphone overdependence among college students [20]. We speculate that with the support of peers, participants could recognize their problematic behavior regarding smartphone use.…”

“…The sense of belonging formed through group activities with common interests at the beginning of the semester can have a positive effect on improving relatedness [8,15]. Considering that participants of this program were college freshmen, positive relationships built by the program and group efforts to control smartphone use might have contributed to enhanced relatedness [20]. Since intimate relationships have a positive effect on the control of smartphone use [25], social support is needed to maintain relationships formed through the program.…”

“…First, an on-campus, eight-session SDT-based SOPP was provided to EG1 and EG2 to improve autonomy, competence, and relatedness of participants. SOPP was a modified version of the former program developed by Kwon and Yu [20]. The eight-session program consisted of two 90-minute sessions per week for 4 weeks between April 22, 2019, and May 16, 2019.…”

“…Contents of the SOPP included building intimate relationship with participants, promoting motivation and reinforcement for control of smartphone use by identifying strengths and weaknesses, and exploring and practicing alternative activities to control smartphone use. The program also included reassessment of modified behaviors and commitment to action for further behavior changes [20]. Second, a three-day/twonight off-campus smartphone overdependence prevention camp program (SOPCP) was offered to EG2 in an environment with limited internet access from June 14, 2019, to June 16, 2019.…”

“…SOPCP was focused on planning and practicing appropriate use of smartphones (Table 1). In the current study, sequences of on-campus program activities were modified, and offcampus program was added to the intervention of the former study [20].…”