Effect of TPB-Based Educational Intervention on Preventing Internet Addiction in Students

Overview

This quasi-experimental study evaluated a Theory of Planned Behavior-based educational intervention among higher secondary students in Kathmandu, Nepal. The two-day intervention significantly reduced daily internet use and improved attitudes, subjective norms, perceived behavioral control, and behavioral intentions related to preventing internet addiction. No significant changes were observed in the control group, demonstrating that theory-driven, school-based educational programs can effectively promote healthier internet use behaviors among adolescents.

Internet addiction among adolescents is an emerging public health concern, associated with academic, emotional, and social difficulties, particularly in urban settings with high digital access. As internet use behavior is influenced by attitudes, subjective norms, and perceived behavioral control, this study applied the Theory of Planned Behavior (TPB) framework. The primary aim was to measure the effectiveness of educational intervention on behavioral intention based on the TPB framework towards the prevention of internet addiction among higher secondary level school students of Kathmandu Metropolitan City, Nepal. A quasi-experimental study was conducted among 132 higher secondary students in Kathmandu. Participants were equally assigned to intervention and control groups using multistage random sampling. Baseline internet-use behavior and TPB constructs were assessed using validated se4lf- The intervention group received a two-day TPB-based educational program to improve attitudes, subjective norms, perceived behavioral control, and behavioral intentions toward preventing internet addiction, while the control group received no intervention. Post-intervention evaluation was conducted six weeks later, and changes in TPB construct scores were analyzed using paired t-tests. At baseline, most TPB construct scores were similar between the intervention and control groups, although the intervention group reported higher daily internet use (5.71 ± 2.71 vs. 4.47 ± 1.05 hours) and subjective norms (14.15 ± 3.97 vs. 12.15 ± 4.39). Following the TPB-based educational intervention, the intervention group showed a significant reduction in daily internet use (3.14 ± 1.56) and improvements in attitudes 17.18 ± 2.14), subjective norms (16.20 ± 2.44), perceived behavioral control (18.33 ± 2.56), and behavioral intentions toward preventing internet addiction (20.64 ± 2.40). The control group showed no significant changes, indicating the effectiveness of the intervention in promoting healthier internet behaviors. The TPB-based educational intervention significantly reduced daily internet use and improved attitudes, subjective norms, perceived behavioral control, and behavioral intentions toward preventing internet addiction among higher secondary students. These findings highlight the effectiveness of theory-driven, school-based programs in promoting healthier internet behaviors in adolescents.