The Development and Effectiveness of Digital Well-being Intervention on Enhancing Digital Literacy and Psychological Well-Being of Thai Adolescents
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Abstract
Background/problem: Adolescents face offensive content, contact threats, and violations of privacy associated with digital technology, which can have effects on their psychological well-being. Supporting adolescents in developing digital literacy is crucial for helping them maintain their well-being.
Objective: This research aimed to study the effectiveness of a digital well-being intervention on the development of digital literacy and psychological well-being, while also examining the relationship between digital literacy and psychological well-being in early adolescents.
Design and Methodology: This research used a quasi-experimental design. A digital well-being intervention program was developed based on the self-determination theory, activity-based learning, concepts of self-esteem, and positive reinforcement. The participants were 70 school students from Chachoengsao province in Thailand.The experimental group received 10 sessions of training from the digital well-being intervention programs. Data analysis utilized MANOVA with repeated measures and Pearson's correlation.
Results: Main results showed that digital literacy and psychological well-being differed, over time (Wilk’s Λ = .78, F = 4.48, p < .01). After the training and during the follow-up period, statistically significant differences were observed in the average scores of digital literacy and psychological well-being between the experimental and control groups at a significance level of .01. The relationship between digital literacy and psychological well-being in the experiment group showed a moderate correlation (r = .64,
p = .00).
Conclusion and Implications: The findings of this study could be useful for practitioners working with adolescents for promoting appropriate digital technology use and enhancing psychological well-being in early adolescents.
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