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Journals / Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 23 Sayı: 1

The Effect of a Mindfulness-Based Psychoeducational Program on Digital Well-being and Digital Addiction of University Students

Üniversite Öğrencilerinde Bilinçli Farkındalık Temelli Psikoeğitim Programının Dijital İyi Oluş ve Dijital Bağımlılık Üzerindeki Etkisi

Volkan Tayiz(TC MİLLİ EĞİTİM BAKANLIĞI VAN)0000-0003-2736-3322
Fuat Tanhan(VAN YUZUNCU YIL UNIVERSITY)0000-0002-1990-4988
Pages
317–334
Publication Date
2026-04-24
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results indicated that the “Mindfulness-Based Psychoeducation Program” was effective in increasing mindfulness and digital well-being, and in reducing digital addiction, with these effects persisting in the follow-up phase.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to examine the impact of a mindfulness-based psychoeducation program on university students' levels of mindfulness, digital well-being, and digital addiction.
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Key Findings & Data:The current study examined the effects of an 8-week mindfulness-based psychoeducation program on university students' mindfulness, digital well-being, and digital addiction levels.
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Conclusion & Impact:The results indicated that the “Mindfulness-Based Psychoeducation Program” was effective in increasing mindfulness and digital well-being, and in reducing digital addiction, with these effects persisting in the follow-up phase.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Bilinçli farkındalık programı · dijital iyi oluş · dijital bağımlılık

Abstract

This study aimed to examine the impact of a mindfulness-based psychoeducation program on university students' levels of mindfulness, digital well-being, and digital addiction. The current study examined the effects of an 8-week mindfulness-based psychoeducation program on university students' mindfulness, digital well-being, and digital addiction levels. The study group consists of 310 voluntary first- and second-year university students studying at Van Vocational School. A 2x3 split-plot experimental design with pre-test, post-test, follow-up test, and a control group was used in this study. For data collection, the Mindfulness Scale, Digital Well-Being Scale, and Digital Addiction Scale (DAS) were used, and reliability analyses of these scales were conducted. Based on the collected data, 46 students were randomly assigned to the experimental (n=23) and control (n=23) groups. As part of the research, the experimental group participated in an 8-session “Mindfulness-Based Psychoeducation Program.” At the end of the intervention program, a post-test was administered to the experimental and control groups, followed after 5 weeks by a follow-up test. In data analysis, a t-test was used to compare the initial scores of the experimental and control groups, while repeated measures ANOVA was used for repeated measurements. The results indicated that the “Mindfulness-Based Psychoeducation Program” was effective in increasing mindfulness and digital well-being, and in reducing digital addiction, with these effects persisting in the follow-up phase. These findings were discussed in light of the literature, and recommendations were provided.

Özet

Bu çalışma, bilinçli farkındalık temelli bir psikoeğitim programının üniversite öğrencilerinin bilinçli farkındalık, dijital iyi oluş ve dijital bağımlılık düzeyleri üzerindeki etkisini incelemeyi amaçlamıştır. Mevcut araştırmada, 8 haftalık bilinçli farkındalık temelli psikoeğitim programının üniversite öğrencilerinin bilinçli farkındalık, dijital iyi oluş ve dijital bağımlılık düzeyleri üzerindeki etkileri değerlendirilmiştir. Çalışma grubu, Van Meslek Yüksekokulu’nda öğrenim görmekte olan gönüllü 1. ve 2. sınıf düzeyindeki toplam 310 öğrenciden oluşmuştur. Araştırmada ön test, son test ve izleme testi ölçümlerinin yapıldığı, kontrol gruplu 2x3 bölünmüş desenli deneysel araştırma modeli kullanılmıştır. Veri toplama aracı olarak Bilinçli Farkındalık Ölçeği, Dijital İyi Oluş Ölçeği ve Dijital Bağımlılık Ölçeği (DBÖ) kullanılmış ve bu ölçeklerin güvenirlik analizleri gerçekleştirilmiştir. Toplanan veriler doğrultusunda, 46 öğrenci rastgele şekilde deney (n=23) ve kontrol (n=23) gruplarına atanmıştır. Araştırma kapsamında, deney grubuna 8 oturumdan oluşan “Bilinçli Farkındalık Temelli Psikoeğitim Programı” uygulanmıştır. Müdahale programının tamamlanmasının ardından deney ve kontrol gruplarına son test uygulanmış ve 5 hafta sonra izleme testi gerçekleştirilmiştir. Verilerin analizinde, deney ve kontrol grubunun başlangıç puanlarını karşılaştırmak için t-testi, tekrarlı ölçümler için ise tekrarlı ölçümler ANOVA kullanılmıştır. Araştırma sonuçları, uygulanan “Bilinçli Farkındalık Temelli Psikoeğitim Programı”nın bilinçli farkındalığı ve dijital iyi oluşu artırmada, dijital bağımlılığı azaltmada etkili olduğunu ve bu etkinin izleme sürecinde de korunduğunu göstermiştir. Elde edilen bulgular alan yazın ışığında tartışılmış ve öneriler sunulmuştur.

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Cite This Article

Tayiz, V., Tanhan, F. (2026). The Effect of a Mindfulness-Based Psychoeducational Program on Digital Well-being and Digital Addiction of University Students. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 23 Sayı: 1, 317–334. https://doi.org/10.33711/yyuefd.1820991

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