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A Web-Based Intervention for Social Media Addiction Disorder Management in Higher Education: Quantitative Survey Study.

Dogan, H., Norman, H., Alrobai, A., Jiang, N., Nordin, N. and Adnan, A., 2019. A Web-Based Intervention for Social Media Addiction Disorder Management in Higher Education: Quantitative Survey Study. Journal of Medical Internet Research, 21 (10), e14834.

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DOI: 10.2196/14834

Abstract

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.

Item Type:Article
ISSN:1439-4456
Uncontrolled Keywords:Facebook addiction ; PLS-SEM analysis ; intervention features ; obsessive-compulsive disorder (OCD) ; postgraduate education ; social media addiction
Group:Faculty of Science & Technology
ID Code:32868
Deposited By: Unnamed user with email symplectic@symplectic
Deposited On:08 Oct 2019 10:19
Last Modified:22 Oct 2019 12:35

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