Impact of Coding Educational Programs (CEP) on Digital Media Problematic Use (DMPU) and on Its Relationship with Psychological Dependence and Emotional Dysregulation
Abstract
:1. Introduction
2. Theoretical Framework
- Successfully separating from the main parental figure and the family as a whole, or from other surrogative relationships;
- Establishing a secure personal identity by acquiring a general feeling of competence in everyday problems and adequate self-esteem, feeling deserving of adult status like other adults;
- Possessing adequate self-confidence and adequate trust in the possible solidarity of others.
- The need to be close to others;
- The inclination to be primarily the recipient in interpersonal transactions;
- The tendency to relate to others from a position of inferiority and humility.
- Obsession, i.e., the level of mental engagement implemented with the Internet;
- Distraction, i.e., the level of distraction from daily activities, relationships and essential needs;
- Dyscontrol, referring to difficulties in controlling Internet use [15].
- Impulsivity; limited capacity for self-control and emotional regulation;
- Relationship maintenance, which portrays cell phone abuse as a means of obtaining security in emotional relationships and is characterized by low self-esteem and high levels of neuroticism;
- Extroversion, which associates excessive use with sociality and an intense desire to maintain relationships;
- Cyber addiction in consonance with mobile phone technology, which allows access to various online utilities and applications and sustains misuse as a result of the attraction of this technological environment.
2.1. Risk Factors
2.1.1. Demographics
2.1.2. Social Context and Parental Functioning
2.1.3. Psychological Distress and Dysfunctions in Emotion and Behavioral Control
- Lack of perseverance, which may be reflected in the number and duration of phone calls, as well as in associated financial problems;
- Lack of forethought, which may lead to their use in dangerous or forbidden situations, which are linked to sensation seeking.
- Self-identity, to which belongs the perceived value of the mobile phone for self-concept and to relate with others, is a predictor of frequency of use;
- Self-identity and the approval of others determines instead dependence or high involvement with smartphones.
2.2. Protective Factors
2.3. Aim and Hypotheses
- To investigate the relationship between the experiences of affective dependency (both in general and in its sub-components), affective dysregulation and DMPU;
- To study how participation in CEP can influence these relationships;
- To study the behavioral effect of CEP on the proper use of digital media and Internet tools.
3. Materials and Methods
3.1. Participants
3.2. Procedures
3.2.1. Coding Education Procedure
3.2.2. Questionnaires Administration
3.3. Measures
3.3.1. Dependence Self-Rating Scale (DSRS)
3.3.2. Difficulties in Emotion Regulation Scale (DERS)
3.3.3. Internet Addiction Test (IAT)
3.3.4. Mobile Phone Involvement Questionnaire (MPIQ)
3.3.5. MPPUS
3.4. Data Analyses
4. Results
4.1. Characteristics of the Observed Population
4.2. Effect of Coding Educational Program on Mobile Phone Problematic Use
4.3. Effect of Coding Educational Program on Self-Regulation and Affective Dependence
4.4. Psychological Dimensions of the Affective Dysregulation and Affective Dependence
4.4.1. First Factor of Affective Dependence and Dysregulation: Emotional Dysregulation
4.4.2. Second Factor of Affective Dependence and Dysregulation: Reduced Self-Confidence
4.4.3. Third Factor of Affective Dependence and Dysregulation: Self-Sufficiency
4.5. The Dimensions of Mobile Phone Problematic Use
4.5.1. First Factor of Problematic ICT Use: Problematic Use
4.5.2. Second Factor of problematic ICT Use: Night Use
4.5.3. Third Factor of problematic ICT Use: Day Use
4.6. The Relationships between the Dimensions of Psychological Distress and the Dimensions of Problematic Use Behavior
4.7. The Difference Linked to Having Attended a Coding Educational Program (CEP)
5. Discussion
5.1. Problematic ICT Device Use: A Unique Dimension?
5.2. Time Scheduling Has Something Different from the Dysfunctional ICT Use?
5.3. Which Is the Risk: Psychological Dependence or Emotional Dysregulation or Both?
- Lack/presence of competence in self-regulation of emotions (Emotional Self-Regulation);
- The persistence/release of a strong affective attachment and compliant attitude towards caregivers (Self-Sufficiency);
- The presence/absence of a trusting attitude toward self and others associated with a sufficient level of consciousness of inner feelings (Self-Confidence).
5.4. What Is the Actual Impact of Coding Educational Programs on DMPU?
5.4.1. Efficacy on More Functional ICT Device Use by Teaching Students More Useful Applications and Tools Accessible through Smartphones
5.4.2. Efficacy on More Functional ICT Device Use by Teaching Students More Functional and Aware Time Management of Their Activities
5.4.3. Lack of Efficacy on More Functional ICT Device Use by Increasing Emotional Self-Regulation
5.4.4. The Educational Effect of Coding
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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School | Participant | Age (yrs) m (ds) | M | F | CEP |
---|---|---|---|---|---|
Public School | 49 | 12.81 (0.39) | 29 (59%) 1 | 20 (41%) 1 | 12 (24.5%) 1 |
Private School | 49 | 13.02 (0.69) | 27 (55%) 1 | 22 (45%) 1 | 32 (65.3%) 1 |
Total | 98 | 12.91 (0.56) | 56 (57.1%) 2 | 42 (42.9%) 2 | 44 (44.9%) 2 |
Sex (N) | Phoning | Chatting and Socials | Gaming | Obtaining Information | Getting Oriented |
---|---|---|---|---|---|
M (56) | 28 (52.8%) 1 | 48 (90.6%) 1 | 31 (58.5%) 1 * | 26 (49.1%) | 6 (11.3%) |
F (42) | 29 (70.7%) 1 | 38 (92.7%) 1 | 14 (34.1%) 1 * | 18 (43.9%) | 6 (14.6%) |
Total (98) | 57 (60.6%) 2 | 86 (91.5%) 2 | 56 (57.1%) 2 | 44 (46.8%) 2 | 12 (12.8%) 2 |
Sex | N | Day Use Working Days m (ds) 1 | Day Use Weekend m (ds) 1 | Night Use Working Days m (ds) 1 | Night Use Weekend m (ds) 1 |
---|---|---|---|---|---|
M | 56 | 7.7 (7.0) | 5.2 (3.5) * | 1.9 (3.3) | 2.2 (4.2) |
F | 41 | 8.4 (7.6) | 6.8 (4.1) * | 1.7 (2.7) | 2.7 (4.5) |
Total | 97 | 8.0 (7.3) | 5.9 (3.8) | 1.8 (3.1) | 2.4 (4.3) |
Problematic ICT Use Assessment | Sex | School | CEP | |||
---|---|---|---|---|---|---|
IAT—Total Score § | M = 56 | 47.0 (9.6) | Private = 49 | 44.8 (11.6) | Yes = 44 | 45.9 (11.4) |
F = 42 | 44.3 (12.0) | Public = 49 | 46.9 (9.7) | No = 54 | 45.8 (10.2) | |
Total = 98 | 45.8 (10.7) | Total = 98 | 45.8 (10.7) | Total = 98 | 45.8 (10.7) | |
MPIQ—Total Score § | M = 56 | 26.3 (8.0) | Private = 49 | 26.1 (9.7) | Yes = 44 | 26.6 (10.4) |
F = 42 | 28.4 (10.0) | Public = 49 | 28.3 (8.0) | No = 54 | 27.7 (7.6) | |
Total = 98 | 27.2 (8.9) | Total = 98 | 27.2 (8.9) | Total = 98 | 27.2 (8.9) | |
MPPUS—Total Score § | M = 56 | 94.0 (14.6) | Private = 49 | 92.3 (17.8) | Yes = 44 | 90.8 (18.6) |
F = 42 | 90.3 (17.8) | Public = 49 | 92.5 (14.4) | No = 54 | 93.8 (13.8) | |
Total = 98 | 92.4 (16.1) | Total = 98 | 92.4 (16.1) | Total = 98 | 92.4 (16.1) | |
MPPUS—F1 Abuse and Excessive Use | M = 56 | 40.8 (6.1) | Private = 49 | 40.8 (6.8) | Yes = 44 | 40.5 (6.8) |
F = 42 | 40.7 (6.7) | Public = 49 | 40.8 (5.8) | No = 54 | 40.9 (6.0) | |
Total = 98 | 40.7 (6.3) | Total = 98 | 40.8 (6.3) | Total = 98 | 40.8 (6.3) | |
MPPUS—F2 Lack of Control | M = 56 | 29.0 (6.0) | Private = 49 | 28.6 (6.8) | Yes = 44 | 27.7 (7.1) |
F = 42 | 26.9 (6.8) | Public = 49 | 27.7 (6.1) | No = 54 | 28.4 (5.8) | |
Total = 98 | 28.1 (6.4) | Total = 98 | 28.1 (6.4) | Total = 98 | 28.1 (6.4) | |
MPPUS—F3 Social Context-induced Craving | M = 56 | 24.2 (4.5) | Private = 49 | 23.0 (5.6) | Yes = 44 | 22.7 (5.9) |
F = 42 | 22.7 (5.8) | Public = 49 | 24.2 (4.6) | No = 54 | 24.4 (4.3) | |
Total = 98 | 23.6 (5.1) | Total = 98 | 23.6 (5.1) | Total = 98 | 23.6 (5.1) |
Emotion Dysregulation Assessment | Sex | School | CEP | |||
---|---|---|---|---|---|---|
DERS—Total Score § | M = 56 | 78.2 (20.2) 1 | Private = 48 | 81.9 (22.2) | Yes = 44 | 79.7 (22.2) |
F = 41 | 86.8 (24.2) 1 | Public = 49 | 81.8 (22.5) | No = 54 | 83.5 (21.7) | |
Total = 97 | 81.8 (22.2) | Total = 97 | 81.8 (22.2) | Total = 98 | 81.8 (22.2) | |
DERS—F1 Ego Dystonic Reactivity | M = 56 | 14.1 (4.1) | Private = 48 | 14.1 (4.2) | Yes = 44 | 14.4 (4.3) |
F = 41 | 14.9 (4.0) | Public = 49 | 14.8 (4.1) | No = 54 | 14.5 (4.0) | |
Total = 97 | 14.1 (4.4) | Total = 97 | 14.1 (4.4) | Total = 98 | 14.1 (4.4) | |
DERS—F2 Attention Impairment | M = 56 | 13.0 (3.8) ** | Private = 48 | 14.0 (4.6) | Yes = 44 | 13.9 (4.8) |
F = 41 | 15.6 (4.8) ** | Public = 49 | 14.2 (4.4) | No = 54 | 14.3 (4.2) | |
Total = 97 | 14.1 (4.5) | Total = 97 | 14.1 (4.5) | Total = 98 | 14.1 (4.5) | |
DERS—F3 Missing Strategies | M = 56 | 15.0 (6.0) | Private = 48 | 15.7 (6.4) | Yes = 44 | 15.4 (6.4) |
F = 41 | 16.5 (6.0) | Public = 49 | 15.5 (5.7) | No = 54 | 15.8 (5.8) | |
Total = 97 | 15.6 (6.0) | Total = 97 | 15.6 (6.0) | Total = 98 | 15.6 (6.0) | |
DERS—F4 Impulsivity | M = 56 | 13.7 (5.9) | Private = 48 | 14.5 (6.5) | Yes = 44 | 14.0 (6.7) |
F = 41 | 15.0 (7.2) | Public = 49 | 14.0 (6.5) | No = 54 | 14.4 (6.3) | |
Total = 97 | 14.2 (6.5) | Total = 97 | 14.2 (6.5) | Total = 98 | 14.2 (6.5) | |
DERS—F5 Reduced Emotional Recognition | M = 56 | 10.6 (3.7) | Private = 48 | 11.5 (4.8) | Yes = 44 | 10.3 (4.9) 2 |
F = 41 | 12.0 (5.1) | Public = 49 | 10.9 (4.0) | No = 54 | 11.9 (3.8) 2 | |
Total = 97 | 11.2 (4.4) | Total = 97 | 11.2 (4.4) | Total = 98 | 11.2 (4.4) | |
DERS—F6 Reduced Self-Awareness | M = 56 | 5.7 (2.9) | Private = 48 | 5.3 (3.2) | Yes = 44 | 4.8 (3.3) |
F = 41 | 4.7 (3.1) | Public = 49 | 5.3 (3.0) | No = 54 | 5.6 (2.9) | |
Total = 97 | 5.3 (3.1) | Total = 97 | 5.3 (3.1) | Total = 98 | 5.3 (3.1) |
Affective Dependence Assessment | Sex | School | CEP | |||
---|---|---|---|---|---|---|
DSRS—Total Score | M = 56 | 97.6 (12.2) 1 | Private = 49 | 97.6 (11.8) | Yes = 44 | 98.1 (13.2) |
F = 42 | 102.4 (13.4) 1 | Public = 49 | 101.8 (13.6) | No = 54 | 100.9 (12.6) | |
Total = 98 | 99.7 (12.9) | Total = 98 | 99.7 (12.9) | Total = 98 | 99.7 (12.9) | |
DSRS—F1 Being Cared Self Identity | M = 56 | 5.6 (0.9) ** | Private = 49 | 5.8 (1.0) | Yes = 44 | 5.9 (0.9) |
F = 42 | 6.2 (1.0) ** | Public = 49 | 5.9 (1.0) | No = 54 | 5.8 (1.0) | |
Total = 98 | 5.9 (1.0) | Total = 98 | 5.9 (1.0) | Total = 98 | 5.9 (1.0) | |
DSRS—F2 Lack of Self-Confidence | M = 56 | −3.2 (0.8) | Private = 49 | −3.2 (0.9) | Yes = 44 | −3.3 ((0.9) |
F = 42 | −3.2 (0.8) | Public = 49 | −3.1 (0.7) | No = 54 | −3.0 (0.7) | |
Total = 98 | −3.2 (0.8) | Total = 98 | −3.2 (0.8) | Total = 98 | −3.2 (0.8) | |
DSRS—F3 Complaisance | M = 56 | 1.6 (0.6) | Private = 49 | 1.6 (0.6) | Yes = 44 | 1.5 (0.7) |
F = 42 | 1.6 (0.7) | Public = 49 | 1.7 (0.7) | No = 54 | 1.7 (0.6) | |
Total = 98 | 1.6 (0.7) | Total = 98 | 1.6 (0.7) | Total = 98 | 1.6 (0.7) | |
DSRS—F4 Self-Sufficiency | M = 56 | 3.6 (0.8) | Private = 49 | 3.8 (0.8) * | Yes = 44 | 3.7 (0.8) 2 |
F = 42 | 3.5 (0.8) | Public = 49 | 3.4 (0.8) * | No = 54 | 3.4 (0.8) 2 | |
Total = 98 | 3.6 (0.8) | Total = 98 | 3.6 (0.8) | Total = 98 | 3.6 (0.8) |
Original Parameters | FA1 Emotional Dysregulation 36.7% 1 | FA2 Reduced Self-Confidence 17.4% | FA3 Self-Sufficiency 14.7% |
---|---|---|---|
DERS—F4 Impulsivity | 0.840 | ||
DERS—F2 Attention Impairment | 0.834 | ||
DERS—F3 Missing Strategies | 0.796 | ||
DERS—F1 Ego Dystonic Reactivity | 0.730 | ||
DERS—F5 Reduced Emotion Recognition | 0.678 | ||
DSRS—F1 Being Cared Self Identity | 0.619 | −0.585 | |
DERS—F6 Reduced Self-Awareness | 0.794 | ||
DSRS—F2 Lack of Self-Confidence | 0.390 | 0.664 | |
DSRS—F3 Complaisance | −0.848 | ||
DSRS—F4 Self-Sufficiency | 0.732 |
Original Parameters | FA1 Emotional Dysregulation | FA2 Reduced Self-Confidence | FA3 Self-Sufficiency | |
---|---|---|---|---|
DSRS—Total Score | Pearson r | 0.647 *** | −0.169 | −0.477 *** |
2-tails p | <0.001 | 0.097 | <0.001 | |
N | 97 | 97 | 97 | |
DERS—Total Score | Pearson r | 0.968 *** | 0.125 | 0.103 |
2-tails p | <0.001 | 0.224 | 0.316 | |
N | 97 | 97 | 97 |
Original Parameters | FB1: DMPU Problematic Use 39.5% 1 | FB2: Night Use 20.2% 1 | FB3: Day Use 20.1% 1 |
---|---|---|---|
MPPUS—F2 Lack of Control | 0.892 | ||
MPPUS—F3 Social Context-induced Craving | 0.857 | ||
MPPUS—F1 Abuse and Excessive Use | 0.843 | ||
IAT—Total Score | 0.820 | ||
MPIQ—Total Score | 0.786 | ||
Night Use in whole Weekend | 0.946 | ||
Night Use in whole Working Days | 0.916 | ||
Day Use in whole Working Days | 0.921 | ||
Day Use in whole Weekend | 0.904 |
Original Scale or Parameter | FB1: DMPU Problematic Use | FB2: Night Use | FB3: Day Use | |
---|---|---|---|---|
IAT—Total Score | Pearson r | 0.820 *** | 0.064 | 0.045 |
2-tails p | <0.001 | 0.536 | 0.660 | |
N | 97 | 97 | 97 | |
MPIQ—Total Score | Pearson r | 0.786 *** | 0.106 | 0.226 * |
2-tails p | <0.001 | 0.301 | 0.026 | |
N | 97 | 97 | 97 | |
MPPUS—Total Score | Pearson r | 0.960 *** | 0.037 | 0.009 |
2-tails p | <0.001 | 0.719 | 0.933 | |
N | 97 | 97 | 97 | |
Day Use in whole Working Days | Pearson r | 0.021 | −0.169 | 0.921 *** |
2-tails p | 0.835 | 0.098 | <0.001 | |
N | 97 | 97 | 97 | |
Day Use in whole Weekend | Pearson r | 0.106 | 0.157 | 0.904 *** |
2-tails p | 0.301 | 0.125 | <0.001 | |
N | 97 | 97 | 97 | |
Night Use in whole Working Days | Pearson r | 0.080 | 0.916 *** | 0.248 * |
2-tails p | 0.438 | <0.001 | 0.014 | |
N | 97 | 97 | 97 | |
Night Use in whole Weekend | Pearson r | 0.075 | 0.946 *** | 0.100 |
2-tails p | 0.465 | <0.001 | 0.332 | |
N | 97 | 97 | 97 |
Original Parameters | FB1: DMPU Problematic Use | FB2: Night Use | FB3: Day Use | |||||||
---|---|---|---|---|---|---|---|---|---|---|
All | Coding | All | Coding | All | Coding | |||||
Yes | Not | Yes | Not | Yes | No | |||||
FA1 Emotional Dysregulation | Pearson r | 0.574 *** | 0.605 *** | 0.572 *** | 0.093 | 0.176 | 0.027 | −0.130 | −204 | −115 |
p | <0.001 | <0.001 | <0.001 | 0.363 | 0.258 | 0.849 | 0.206 | 0.190 | 0.409 | |
N | 97 | 43 | 54 | 97 | 43 | 54 | 97 | 43 | 54 | |
FA2 Reduced Self-Confidence | Pearson r | 0.023 | 0.027 | 0.064 | 0.037 | −0.032 | 0.184 | −0.073 | −0.097 | −0.118 |
p | 0.823 | 0.863 | 0.646 | 0.722 | 0.837 | 0.183 | 0.475 | 0.537 | −396 | |
N | 97 | 43 | 54 | 97 | 43 | 54 | 97 | 43 | 54 | |
FA3 Self-Sufficiency | Pearson r | 0.033 | 0.117 | −0.038 | 0.320 ** | 0.279 | 0.334 * | 0.105 | −0.034 | 0.262 |
p | 0.750 | 0.455 | 0.788 | 0.001 | 0.070 | 0.014 | 0.304 | 0.827 | 0.055 | |
N | 97 | 43 | 54 | 97 | 43 | 54 | 97 | 43 | 54 |
Non-Standardized Coefficients | Standardized Coefficients | |||||
---|---|---|---|---|---|---|
Model | B | Error DS | Beta | t | Sig. | |
All | (Constant) | 0.000 | 0.084 | 0.000 | 1.000 | |
FA1—Dysregulation | 0.574 | 0.084 | 0.574 | 6835 | <0.001 | |
Yes CEP | (Constant) | 0.135 | 0.146 | 0.925 | 0.360 | |
FA1—Dysregulation | 0.704 | 0.144 | 0.605 | 4.872 | <0.001 | |
No CEP | (Constant) | 0.093 | 0.094 | −0.989 | 0.327 | |
FA1—Dysregulation | 0.480 | 0.096 | 0.572 | 5.025 | 0.000 |
Parameter | Stand Coefficient | Wilks Lambda | X2 | df | Sig. |
---|---|---|---|---|---|
Day Use in whole Working Days 1 | −1.521 | 0.904 | 9.500 | 2 | 0.009 |
Day Use in whole Weekend 1 | 1.069 | ||||
Group | Centroids | Correct Classifications | |||
Yes CEP | 0.362 | 63.9% | |||
No CEP | −288 |
Mobile Phone Use | Attended CEP | Total | |||
---|---|---|---|---|---|
Yes | No | ||||
To obtain information 1 | No | Count | 16 | 34 | 50 |
Percent | 39.0% | 64.2% | 53.2% | ||
Yes | Count | 25 | 19 | 44 | |
Percent | 61.0% | 35.8% | 46.8% | ||
Total | Count | 41 | 53 | 94 | |
Percent | 100.0% | 100.0% | 100.0% | ||
To improve orientation 2 | No | Count | 31 | 51 | 82 |
Percent | 75.6% | 96.2% | 87.2% | ||
Yes | Count | 10 | 2 | 12 | |
Percent | 24.4% | 3.8% | 12.8% | ||
Total | Count | 41 | 53 | 94 | |
Percent | 100.0% | 100.0% | 100.0% |
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Marconi, P.L.; Scognamiglio, R.; Marchiori, E.; Angeloni, D.; Mascia, M.L.; Penna, M.P. Impact of Coding Educational Programs (CEP) on Digital Media Problematic Use (DMPU) and on Its Relationship with Psychological Dependence and Emotional Dysregulation. Int. J. Environ. Res. Public Health 2023, 20, 2983. https://doi.org/10.3390/ijerph20042983
Marconi PL, Scognamiglio R, Marchiori E, Angeloni D, Mascia ML, Penna MP. Impact of Coding Educational Programs (CEP) on Digital Media Problematic Use (DMPU) and on Its Relationship with Psychological Dependence and Emotional Dysregulation. International Journal of Environmental Research and Public Health. 2023; 20(4):2983. https://doi.org/10.3390/ijerph20042983
Chicago/Turabian StyleMarconi, Pier Luigi, Rosamaria Scognamiglio, Elisabetta Marchiori, Daniele Angeloni, Maria Lidia Mascia, and Maria Pietronilla Penna. 2023. "Impact of Coding Educational Programs (CEP) on Digital Media Problematic Use (DMPU) and on Its Relationship with Psychological Dependence and Emotional Dysregulation" International Journal of Environmental Research and Public Health 20, no. 4: 2983. https://doi.org/10.3390/ijerph20042983