Ünlü Süleyman, Uzun Kıvanç, Arslan Gökmen
Department of Turkish Education, Faculty of Education, Uşak University, Uşak 64200, Türkiye.
Department of Psychological Counselling and Guidance, Faculty of Education, Uşak University, Uşak 64200, Türkiye.
Children (Basel). 2025 Jun 23;12(7):826. doi: 10.3390/children12070826.
This study examined the effectiveness of a mindfulness-based psychoeducational intervention in addressing social media burnout and enhancing subjective well-being among adolescents. A total of 138 high school students in Türkiye were screened, and 32 were randomly assigned to either an experimental group ( = 16) receiving a six-week intervention or a control group ( = 16) receiving no treatment. The intervention included weekly sessions focused on present-moment awareness, digital detox strategies, emotional regulation, and self-compassion. Data were collected using self-report scales measuring social media burnout and subjective well-being, and were analyzed using non-parametric statistical tests, including the Mann-Whitney U test and the Wilcoxon Signed-Rank test. The results demonstrated significant improvements in the experimental group, including reduced burnout and enhanced well-being, with the effects sustained at a 30-day follow-up. These findings suggest that school-based mindfulness programs can serve as effective and scalable tools to foster psychological resilience and digital well-being in adolescents.
本研究考察了一种基于正念的心理教育干预措施在解决青少年社交媒体倦怠问题及提高其主观幸福感方面的有效性。在土耳其，共有138名高中生接受筛查，其中32名被随机分配到实验组（ = 16），接受为期六周的干预，或控制组（ = 16），不接受任何治疗。干预措施包括每周的课程，重点关注当下意识、数字排毒策略、情绪调节和自我同情。使用自我报告量表收集测量社交媒体倦怠和主观幸福感的数据，并使用非参数统计检验进行分析，包括曼-惠特尼U检验和威尔科克森符号秩检验。结果表明，实验组有显著改善，包括倦怠减轻和幸福感增强，且这些效果在30天的随访中持续存在。这些发现表明，基于学校的正念项目可以作为有效的、可扩展的工具，来培养青少年的心理韧性和数字健康。
