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A school-based peer-led intervention significantly reduced problematic internet behaviors like social networking and gaming among fifth and sixth graders. This approach shows promise for promoting healthier digital habits in early childhood.

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Area of Science:

  • Child Psychology
  • Digital Media Studies
  • Public Health Interventions

Background:

  • Problematic internet use is linked to psychosocial vulnerability in youth.
  • Preventive interventions for late childhood digital engagement are limited.
  • Adolescent digital behaviors require early intervention strategies.

Purpose of the Study:

  • To examine changes in internet-related behaviors following a school-based intervention.
  • To assess the impact of peer-led digital literacy training on youth.
  • To evaluate early preventive measures for excessive digital engagement.

Main Methods:

  • Controlled pre-post design with 235 fifth and sixth graders.
  • Intervention group received peer-led digital literacy and facilitation training.
  • Internet behaviors (social networking, device use, gaming, compulsive use) assessed pre- and post-intervention.

Main Results:

  • Statistically significant reductions in social networking time, device use frequency, and gaming in the intervention group (p < .001).
  • No significant changes observed in the control group.
  • Small to moderate effect sizes noted for behavioral changes.

Conclusions:

  • Peer-led interventions are a feasible strategy for primary school settings.
  • Early preventive approaches can promote healthier digital engagement patterns.
  • Structured training can effectively modify youth internet behaviors.