The effect of a cognitive behavioral therapy-based psychoeducation program on eighth grade students' digital game addiction, academic motivation, and learning responsibility

This study aims to examine the effectiveness of a classroom guidance program based on Cognitive Behavioral Therapy, developed for eighth-grade students, in reducing digital game addiction. Additionally, it aims to enhance students' academic motivation and their sense of responsibility toward learning. Another objective of the study is to investigate the opinions of students and their parents regarding digital gaming behavior. The study group consists of eighth-grade students enrolled in two middle schools during the 2024–2025 academic year. From this group, 60 students identified as being at risk for or already experiencing digital game addiction were selected for the experimental and control groups. In the quantitative dimension of the research, a pretest-posttest control group experimental design was employed. In the qualitative dimension, a case study design was used. For the pretests and posttests, the Digital Game Addiction Scale for Children, the Academic Motivation Scale, and the Learning Responsibility Scale were utilized. During the experimental procedures, a ten-week classroom guidance program and activity evaluation forms were implemented. To analyze differences between the experimental and control groups' pretest and posttest scores, Independent Samples t-Test and Mann-Whitney U Test were used. For within-group comparisons before and after the intervention, Wilcoxon Signed Rank Test and Paired Samples t-Test were applied. Descriptive statistics (frequency, mean, standard deviation, minimum, maximum) were used to analyze the responses from the activity evaluation forms. In the semi-structured interview form, students and parents were asked for their opinions on students' digital game addiction. Content analysis was used for analyzing the qualitative data. According to the quantitative findings, there was a statistically significant decrease in digital game addiction and an increase in academic motivation and learning responsibility among the experimental group between the pretest and posttest scores. In contrast, the control group did not show statistically significant differences in digital game addiction, academic motivation, or learning responsibility. Qualitative findings revealed that students experienced positive emotions while playing digital games and negative emotions when they could not play. It was concluded that students played digital games primarily for entertainment. Additionally, digital gaming behavior was found to lead to postponement of responsibilities, development of online gaming friendships, disruption of family communication, aggressive behaviors, and difficulties in time management. Based on the study's findings, it is recommended to reduce students' digital gaming behavior by increasing family time, diversifying leisure activities, and encouraging participation in sports activities.