The effectiveness of school-based interventions to reduce problematic digital technology use and screen time: A systematic review and meta-analysis
Žmavc M, Horvat J, Židan M, Selak Š
Journal of behavioral addictions · 4 citas
Cómo se estudió
- Diseño
- Metaanálisis (indexado por PubMed)
- Estudiado en
- Personas
- Resultado principal
- Marcadores de salud y funcionamiento
Quién lo pagó
- Financiación
- Financiación independiente
- Gobierno
- Javna Agencija za Raziskovalno Dejavnost RS
- Gobierno
- Slovenian Research and Innovation Agency
- Subvenciones
- Javna Agencija za Raziskovalno Dejavnost RS (P3-0339)
Según 2 financiadores declarados y la declaración de financiación del texto completo.
Publicación
- Publicado
- 2025-06-23 · J Behav Addict · vol. 14 · número 2 · págs. 571–589
- Editorial
- Akadémiai Kiadó
- Citado
- 17 citas · más que el 96% de estudios similares · 5.6× el promedio de su campo
- Impacto
- Entre el 10 % más citado de su campo
- Referencias
- 99 trabajos
- Acceso
- Acceso abierto (revista) · CC-BY-NC
- Áreas de investigación
- Impact of Technology on Adolescents · Child Development and Digital Technology · Substance Abuse Treatment and Outcomes
- Palabras clave
- screen time, school-based intervention, digital addiction prevention, children and adolescents, parental involvement, at-risk youth, school curriculum
- MeSH
- humans, schools, adolescent, child, school health services, young adult, screen time, digital technology, internet addiction disorder
4 autores
- Mark Žmavc🇸🇮National Institute of Public Health
- Janja Horvat🇸🇮National Institute of Public Health
- Maja Židan🇸🇮Univerzitetni Rehabilitacijski Inštitut
- Špela Selak🇸🇮National Institute of Public Health
Resumen
El texto original del estudio, en el idioma en que se publicó.
Background and aims
A growing body of evidence suggests that excessive digital engagement can lead to adverse consequences, especially in children and adolescents. Many stakeholders point to prevention in the school environment as one way to mitigate these harms, though their effectiveness is unclear. We conducted a systematic review and meta-analysis to evaluate existing school-based preventive interventions aimed at reducing digital addiction and screen time among individuals aged 6-19 years old.
Methods
We conducted a comprehensive literature search across various databases, including Web of Science, PubMed, Scopus, PsycINFO, and Google Scholar, to identify relevant studies published between 2013 and 2023, of which 34 met the inclusion criteria.
Results
The reviewed interventions were particularly effective at reducing measures of problematic digital technology use (d = 1.47 after intervention; d = 1.13 at follow-up), while being less effective at reducing screen time (d = 0.15 after intervention; d = 0.15 at follow-up). Interventions which were externally led, actively included parents, targeted at-risk youth or employed a therapy-based approach were more successful at decreasing problematic digital technology use. A slightly larger decrease in screen time was observed in interventions with external leaders, targeting at risk populations and those lasting upwards of three months.
Discussion and conclusions
Due to the observed publication bias and modest statistical power within subgroup analyses, more empirical research is recommended to confirm the identified trends. Overall, given the promising results, policymakers should strongly consider exploring possibilities of systemic inclusion of digital addiction interventions within the school curriculum.
Resumen vía Europe PMC. Los derechos de autor siguen siendo de los autores o la editorial (CC BY-NC).
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