Accepted for/Published in: Journal of Medical Internet Research
Date Submitted: May 27, 2019
Open Peer Review Period: May 30, 2019 - Jun 29, 2019
Date Accepted: Jul 19, 2019
(closed for review but you can still tweet)
Understanding Social Media Addiction Disorder Management via Online Intervention Features for Higher Education
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, yet there has been a lack of studies conducted on investigating the relationship between online intervention features for Facebook addiction focusing on postgraduate studies.
Objective:
In an attempt to understand this relationship, we carried 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 modelling (PLS-SEM). The study involved 200 postgraduates in a Facebook support group for postgraduates. In the study, Bergen’s Facebook Addiction test was used to assess postgraduates’ Facebook addiction level while online intervention features were used to assess postgraduates’ perceptions of online intervention features for Facebook addiction, which are: (i) self-monitoring features; (ii) manual control features; (iii) notification features; (iv) automatic control features; and (v) reward features.
Results:
The study discovered that six Facebook addiction factor (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 management of Facebook addiction in postgraduate education. The study also revealed that the relapse is the most important factor and mood modification is the least important. Furthermore, findings indicated notification was the most important intervention feature while self-monitoring was the least important.
Conclusions:
This implies that findings (addiction factors and intervention features) could assist future developed and educators in development of intervention tools for Facebook addiction management in postgraduate education.
Citation
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