Healthy AdolescentsNCT07367919
The Effect of a Digital Literacy Program on Problematic Internet Use, Emotion Regulation, and Loneliness in Adolescents: A Randomized Controlled Trial
A study testing DIGITAL LITERACY PROGRAM in people with Healthy Adolescents, run by Ataturk University at 1 site in Turkey (Türkiye).
Trial summary
The purpose of this study is to examine the effects of a digital literacy program on problematic internet use, emotion regulation, and loneliness among adolescents. The study aims to answer the following key questions: Does a digital literacy program for adolescents affect problematic internet use, emotion regulation… Read more about this study
- Who is it for?
- Ages 12 to 18 yearsHealthy volunteers can take part
- Conditions the study is for
- Healthy Adolescents
- What is being tested?
- DIGITAL LITERACY PROGRAM
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 64 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- Feb 2026to Jun 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 12 to 18 years
- All sexes
- Healthy volunteers accepted
- Child, Adult
Who may be able to join
- Agreeing to participate in a face-to-face education program
- Obtaining written consent from students and parents
- Attending school during the study period
- Being a 9th, 10th, or 11th-grade student
- Scoring 52 or higher on the Generalized Problematic Internet Use Scale 2
Who cannot join
- Not completing the measurements and applications
- Not being able to participate in the program due to health or special circumstances
- Changing schools for any reason
- Being a 12th grade student
- Having previously received digital literacy training
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
Turkey (Türkiye)1 site
Bayburt Milli İrade Anadolu Lisesi, Bayburt Fen Lisesi
Bayburt, Bayburt, 69000
Sümeyra DEMİRELİ, PhD student, +905438363745, sumeyraademirelii@gmail.com
Sümeyra DEMİRELİ, PhD student
About this study
The purpose of this study is to examine the effects of a digital literacy program on problematic internet use, emotion regulation, and loneliness among adolescents. The study aims to answer the following key questions:
- Does a digital literacy program for adolescents affect problematic internet use, emotion regulation skills, and loneliness?
- What is the effect of a digital literacy program for adolescents on the level of problematic internet use?
- What is the effect of a digital literacy program for adolescents on emotion regulation skills?
- What is the effect of a digital literacy program for adolescents on loneliness? Researchers will conduct pretest and posttest evaluations in the experimental and control groups to determine the effects of the digital literacy program on problematic internet use, emotion regulation, and loneliness in adolescents. Participants in the experimental group who meet the inclusion criteria will receive 8 weeks of positive youth development-based digital literacy training, 40 minutes per week. After the posttest measurements are completed, the intervention group will receive 2 weeks of digital literacy training.
Read the detailed description
Digital literacy is the process of developing individuals' access to accurate information, critical evaluation, ethical and responsible use, self-management, and social interaction skills. Digital media has become an indispensable part of life today. Individuals interact intensively with digital media, especially during adolescence, a period when interaction with the outside world intensifies, shapes an individual's identity, and heightens emotional awareness. During this critical developmental period, inadequate access to accurate information, critical thinking, and self-regulation skills pave the way for adolescents' problematic internet use. Problematic internet use negatively impacts individuals' academic success, friendships, and physical and mental health.
Emotion regulation, one of the most important skills for coping with risky situations that may arise from problematic internet use, supports adolescents' adaptability and is an effective skill in preventing negative digital interactions. Weak emotion regulation skills can make adolescents more vulnerable to negative digital interactions. Furthermore, increased time spent online and a decrease in face-to-face interactions can reinforce feelings of loneliness.
The program, developed with a positive youth development perspective, aims to increase adolescents' awareness of digital literacy, improve their emotion regulation skills, and reduce feelings of loneliness. The program is expected to provide important data for developing evidence-based intervention approaches for digital literacy within the scope of preventive mental health services in nursing, and particularly for nurses to assume more active roles in school-based preventive mental health services.
- Conditions
- Healthy Adolescents
- Being tested
- DIGITAL LITERACY PROGRAM
- Keywords
- Digital Literacy, Problematic Internet Use, Emotion Regulation, Loneliness
- Medical subject headings
- Emotional Regulation
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
DIGITAL LITERACY PROGRAMOther
This intervention is an eight-week, face-to-face, Positive Youth Development-Based Digital Literacy Program designed specifically for adolescents. It includes interactive sessions, discussions, and exercises that address digital literacy, problematic internet use, emotion regulation, and loneliness. The program differs from other digital literacy interventions because it integrates positive youth development principles and focuses on both online behavior and emotional skills.
| Study group | Role | What they receive |
|---|---|---|
| experimental group | Active comparator | Participants in this group will participate in an eight-week positive youth development-based digital literacy program. The program includes in-person sessions with interactive exercises on digital literacy, problematic internet use, emotion regulation, and loneliness. Receives: Other: DIGITAL LITERACY PROGRAM |
| control group | No intervention | Participants in this group will not receive any program during the study. Following the post-test measurements, they will receive two weeks of digital literacy training. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in Generalized Problematic Internet Use (GPIU-2) Scores
The Turkish adaptation of the Generalized Problematic Internet Use Scale 2 (GPIUS2) will be used in the research. The scale consists of four subdimensions and 15 items, namely online social interaction preference, emotion regulation, inadequate self-regulation, and negative consequences. It is scored using a 5-point Likert-type scale with the values of "Strongly Disagree," "Disagree," "Undecided," "Agree," and "Strongly Agree." Caplan did not report a cutoff point for the original Generalized Problematic Internet Use Scale 2. In the study conducted by Machimbarrena et al., an ROC curve analysis was performed to determine the cutoff point for GPIUS2, and a score of 52 was recommended to distinguish problematic and non-problematic internet users.
Measured: 8 weeks (baseline to post-intervention)
Change in Emotion Regulation Scores
The Emotion Regulation Scale for Adolescents is a tool for assessing adolescents' emotion regulation with four subdimensions: internal functional emotion regulation, internal dysfunctional emotion regulation, external functional emotion regulation, and external dysfunctional emotion regulation. The scale consists of a total of 18 items and is scored using a 5-point Likert-type scale: "Never (1), Rarely (2), Sometimes (3), Most of the time (4), and Always (5). Item response scores for each subdimension are calculated individually and indicate the individual's frequency of using the relevant emotion regulation method. The subdimension with the highest total score is the individual's most frequently used emotion regulation method. There are no reverse-scored items.
Measured: 8 weeks (baseline to post-intervention)
Change in Adolescent Loneliness Scores
The single-dimensional scale, applied to adolescents aged 14-19, consists of 7 items and is scored with a 4-point Likert-type scale of "(1) Never, (2) Rarely, (3) Sometimes, and (4) Always." Item 5 of the scale is reverse-scored. The highest score that can be obtained from the scale is 28, while the lowest is 7. Higher scores indicate higher feelings of loneliness. The Cronbach's alpha internal consistency coefficient of the scale was found to be α=0.74. The test-retest reliability of the UYÖ-SF, administered to 64 high school students at a two-week interval, was found to be r=0.84.
Measured: 8 weeks (baseline to post-intervention)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted26 Jan 2026
- Study startFeb 2026 (estimated)
- Primary completionApr 2026 (estimated)
- Study completionJun 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Healthy AdolescentsStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- The study population consists of 9th, 10th, and 11th-grade students (N=2,578) attending secondary schools in Bayburt. Stratified sampling will be used to ensure homogeneity among classes, and experimental and control groups will be determined using a simple random method. Randomization will be conducted through random.org, and groups will be finalized before the eight-week training program. The study will be conducted at two different schools to prevent interaction between groups, and the control group will receive a two-week post-training program. Due to the nature of the study, blinding of the researcher will not be possible. Data will be collected by an independent interviewer, and statistical blinding will be applied. Sample size was calculated using G\*Power 3.1.9.4 with α=0.05, power=0.85, and effect size=0.80. Approximately 32 students were planned for each group. The study is a randomized controlled trial with a pretest-posttest design.
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 64 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Ataturk University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Sümeyra Demireli, Ataturk University
- Investigators
- Sümeyra DEMİRELİ, PhD student, Principal investigator, Ataturk UniversityHatice DURMAZ, Associate Professor, Study director, Ataturk University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07367919
- Sponsor's protocol ID
- B.30.2.ATA.0.01.00/399
- Status last verified
- Jan 2026
- First submitted
- 10 Dec 2025
- Last updated
- 26 Jan 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data will not be shared, as the participant consent form states that the data will be used only for this study.
Study at a glance
From the registry record, last updated by the sponsor on 26 Jan 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of a Digital Literacy Program on Problematic Internet Use, Emotion Regulation, and Loneliness in Adolescents: A Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT07367919
- Acronym / sponsor ID
- B.30.2.ATA.0.01.00/399
- Conditions
- Healthy Adolescents
- Keywords
- Digital Literacy, Problematic Internet Use, Emotion Regulation, Loneliness
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 64 participants (estimated)
- Lead sponsor
- Ataturk UniversityUniversity, hospital or other
- Study start
- Feb 2026 (estimated)
- Primary completion
- Apr 2026 (estimated)
- Study completion
- Jun 2026 (estimated)
- First posted
- 26 Jan 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The purpose of this study is to examine the effects of a digital literacy program on problematic internet use, emotion regulation, and loneliness among adolescents. The study aims to answer the following key questions:
- Does a digital literacy program for adolescents affect problematic internet use, emotion regulation skills, and loneliness?
- What is the effect of a digital literacy program for adolescents on the level of problematic internet use?
- What is the effect of a digital literacy program for adolescents on emotion regulation skills?
- What is the effect of a digital literacy program for adolescents on loneliness? Researchers will conduct pretest and posttest evaluations in the experimental and control groups to determine the effects of the digital literacy program on problematic internet use, emotion regulation, and loneliness in adolescents. Participants in the experimental group who meet the inclusion criteria will receive 8 weeks of positive youth development-based digital literacy training, 40 minutes per week. After the posttest measurements are completed, the intervention group will receive 2 weeks of digital literacy training.
Detailed description
Digital literacy is the process of developing individuals' access to accurate information, critical evaluation, ethical and responsible use, self-management, and social interaction skills. Digital media has become an indispensable part of life today. Individuals interact intensively with digital media, especially during adolescence, a period when interaction with the outside world intensifies, shapes an individual's identity, and heightens emotional awareness. During this critical developmental period, inadequate access to accurate information, critical thinking, and self-regulation skills pave the way for adolescents' problematic internet use. Problematic internet use negatively impacts individuals' academic success, friendships, and physical and mental health.
Emotion regulation, one of the most important skills for coping with risky situations that may arise from problematic internet use, supports adolescents' adaptability and is an effective skill in preventing negative digital interactions. Weak emotion regulation skills can make adolescents more vulnerable to negative digital interactions. Furthermore, increased time spent online and a decrease in face-to-face interactions can reinforce feelings of loneliness.
The program, developed with a positive youth development perspective, aims to increase adolescents' awareness of digital literacy, improve their emotion regulation skills, and reduce feelings of loneliness. The program is expected to provide important data for developing evidence-based intervention approaches for digital literacy within the scope of preventive mental health services in nursing, and particularly for nurses to assume more active roles in school-based preventive mental health services.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
- Model description
- The study population consists of 9th, 10th, and 11th-grade students (N=2,578) attending secondary schools in Bayburt. Stratified sampling will be used to ensure homogeneity among classes, and experimental and control groups will be determined using a simple random method. Randomization will be conducted through random.org, and groups will be finalized before the eight-week training program. The study will be conducted at two different schools to prevent interaction between groups, and the control group will receive a two-week post-training program. Due to the nature of the study, blinding of the researcher will not be possible. Data will be collected by an independent interviewer, and statistical blinding will be applied. Sample size was calculated using G*Power 3.1.9.4 with α=0.05, power=0.85, and effect size=0.80. Approximately 32 students were planned for each group. The study is a randomized controlled trial with a pretest-posttest design.
| Arm | Type | Receives |
|---|---|---|
| experimental group | Active comparator | Other: DIGITAL LITERACY PROGRAMParticipants in this group will participate in an eight-week positive youth development-based digital literacy program. The program includes in-person sessions with interactive exercises on digital literacy, problematic internet use, emotion regulation, and loneliness. |
| control group | No intervention | –Participants in this group will not receive any program during the study. Following the post-test measurements, they will receive two weeks of digital literacy training. |
Who may qualify
- Ages
- 12 to 18 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult
Key inclusion criteria (5 listed)
- Agreeing to participate in a face-to-face education program
- Obtaining written consent from students and parents
- Attending school during the study period
- Being a 9th, 10th, or 11th-grade student
- Scoring 52 or higher on the Generalized Problematic Internet Use Scale 2
Key exclusion criteria (5 listed)
- Not completing the measurements and applications
- Not being able to participate in the program due to health or special circumstances
- Changing schools for any reason
- Being a 12th grade student
- Having previously received digital literacy training
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| DIGITAL LITERACY PROGRAMThis intervention is an eight-week, face-to-face, Positive Youth Development-Based Digital Literacy Program designed specifically for adolescents. It includes interactive sessions, discussions, and exercises that address digital literacy, problematic internet use, emotion regulation, and loneliness. The program differs from other digital literacy interventions because it integrates positive youth development principles and focuses on both online behavior and emotional skills. | Other | experimental group |
Primary outcome
Change in Generalized Problematic Internet Use (GPIU-2) Scores
Time frame: 8 weeks (baseline to post-intervention)
The Turkish adaptation of the Generalized Problematic Internet Use Scale 2 (GPIUS2) will be used in the research. The scale consists of four subdimensions and 15 items, namely online social interaction preference, emotion regulation, inadequate self-regulation, and negative consequences. It is scored using a 5-point Likert-type scale with the values of "Strongly Disagree," "Disagree," "Undecided," "Agree," and "Strongly Agree." Caplan did not report a cutoff point for the original Generalized Problematic Internet Use Scale 2. In the study conducted by Machimbarrena et al., an ROC curve analysis was performed to determine the cutoff point for GPIUS2, and a score of 52 was recommended to distinguish problematic and non-problematic internet users.
Change in Emotion Regulation Scores
Time frame: 8 weeks (baseline to post-intervention)
The Emotion Regulation Scale for Adolescents is a tool for assessing adolescents' emotion regulation with four subdimensions: internal functional emotion regulation, internal dysfunctional emotion regulation, external functional emotion regulation, and external dysfunctional emotion regulation. The scale consists of a total of 18 items and is scored using a 5-point Likert-type scale: "Never (1), Rarely (2), Sometimes (3), Most of the time (4), and Always (5). Item response scores for each subdimension are calculated individually and indicate the individual's frequency of using the relevant emotion regulation method. The subdimension with the highest total score is the individual's most frequently used emotion regulation method. There are no reverse-scored items.
Change in Adolescent Loneliness Scores
Time frame: 8 weeks (baseline to post-intervention)
The single-dimensional scale, applied to adolescents aged 14-19, consists of 7 items and is scored with a 4-point Likert-type scale of "(1) Never, (2) Rarely, (3) Sometimes, and (4) Always." Item 5 of the scale is reverse-scored. The highest score that can be obtained from the scale is 28, while the lowest is 7. Higher scores indicate higher feelings of loneliness. The Cronbach's alpha internal consistency coefficient of the scale was found to be α=0.74. The test-retest reliability of the UYÖ-SF, administered to 64 high school students at a two-week interval, was found to be r=0.84.
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 26 Jan 2026.
- Individual participant dataSharing planned: No. Individual participant data will not be shared, as the participant consent form states that the data will be used only for this study.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Sümeyra DEMİRELİ, PhD student principal investigator
Ataturk University
Hatice DURMAZ, Associate Professor study director
Ataturk University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing DIGITAL LITERACY PROGRAM in people with Healthy Adolescents, run by Ataturk University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 5 inclusion and 5 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 26 Jan 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Sümeyra DEMİRELİ, PhD student (+905438363745, sumeyraademirelii@gmail.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change in Generalized Problematic Internet Use (GPIU-2) Scores (time frame: 8 weeks (baseline to post-intervention)). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 26 Jan 2026.