The effect of educational intervention based on BASNEF model for reducing internet addiction among female students: a quasi-experimental study

Abstract

Background: Adolescents and students are encountered with a challenge so-called "internet Addiction". This issue affects both their physical and mental health, as well as their academic, social, and family performance. The aim of the current research is to determine the impact of educational intervention. To achieve this aim, BASNEF is utilized to reduce the excessive use of the internet by students. Methods: This quasi-experimental study was implemented on 120 high school female students in Shahrekord (west of Iran), which were addicted to the internet. Paticipants was randomly divided into two groups of control and intervention. For data collection before and after the intervention, the standard Yang internet Addiction Questionnaire and BASNEF researcher-developed Questionnaire were used. Educational intervention for mothers was conducted in one session (as the most important subjective norm) and for students in two sessions. This method was based on BASNEF construct. Then, data were analyzed using SPSS-20 and chi-square test, Mann-Whitney test, independent t-test, and paired t-test. Results: After the education intervention, the mean scores of knowledge, attitude, subjective norms, perceived behavioral control and enabling factors in the intervention group were significantly different from the control group (p < 0.001). In Post-test assessment, the intervention group revealed a significant decrease, in terms of using the internet (based on the time). (p < 0.001). Conclusions: The results of this study revealed that BASNEF and its related constructs was a suitable framework to design the educational interventions in order to reduce the extreme use of internet in students. Applying of this model can be a cognitive and intellectual framework that affects students' internet use behavior.

Intervention Programs for the Problematic Use of the Internet and Technological Devices: A Systematic Review

“…Gholamian et al [47] observed no significant differences between the control and experimental groups in excessive Internet use before the intervention (p = 0.68). However, after the intervention, the intensity of Internet use was significantly lower in the experimental group than in the control group (p < 0.001).…”

“…The formative intervention of educational programs on the prevalence and negative consequences of Internet addiction also seems to have a beneficial impact on behavioral performance and Internet use [47]. As the problems derived from the time invested online reduce the motivation of the adolescent population towards fulfilling academic responsibilities [34], various educational programs have focused on developing academic motivation and increasing the efficient use of time, and have proved effective in reducing the trend of Internet addiction [62,63].…”

Application of BASNEF model in students training regarding cutaneous leishmaniasis prevention behaviors: a school-based quasi experimental study

“…Based on the results of the present study, subjective norms, such as parents, friends, classmates, and teachers play important roles in providing appropriate social support for students. Therefore, in addition to providing students with educational interventions, influential individuals in the students' life should be identified and become directly and indirectly involved in educational interventions because important others (subjective norms) could be very effective in behavioral changes [ 35 , 36 ].…”

Intervenção educativa sobre uso de mídias digitais na primeira infância

“…De acordo com os dados apresentados na Tabela 2, verificou-se diferença estatisticamente significativa nos escores do Questionário de Conhecimentos aplicados antes e após a participação na intervenção educativa com tamanho de efeito alto (r = 0.67). Esse dado revela que a intervenção é promissora e é encorajadora, na medida que estudos prévios demonstraram que o modelo de intervenção educativa é efetivo não só para transmissão de conhecimentos, como inclusive para redução de uso excessivo de telas por adolescentes e para ampliar as atividades físicas na infância, diminuindo indiretamente o tempo de tela (Gholamian et al, 2019;Harrison et al, 2006 Dessa forma, a análise dos dados indica que o estudo-piloto da intervenção educativa sobre uso de mídias digitais na primeira infância parece ter atingido os objetivos iniciais de transmitir conhecimento teórico-prático, ao mesmo tempo em que se constituiu como uma experiência satisfatória para os participantes. Em geral, os cuidadores se apoiam no senso comum ou internet para escolherem ou não usar mídias digitais com as crianças (Covolo et al, 2021).…”

“…O presente estudo adotou a premissa de que a intervenção educativa é um meio eficaz para transmitir conhecimento teóricoprático sobre o uso de mídias digitais na primeira infância (Pedrotti, 2019). Destaca-se que intervenções educativas realizadas com o mesmo objetivo de transmitir e aprimorar conhecimentos, ainda que sobre outros tópicos centrais, demonstraram eficácia e efetividade em outros contextos (Gholamian et al, 2019;Harrison et al, 2006;Lewis, 2020;Machado et al, 2010;Silva et al, 2018;Torquato et al, 2019).…”