Effects of a Family Function Program on Excessive Digital Use in Thai Female Muslim Adolescents
Abstract
1. Introduction
- Psychological Needs Predicting Excessive Digital Behaviors
- The Present Study
2. Materials and Methods
2.1. Research Design
2.2. Research Participants and the Sample
2.3. Measurements
2.3.1. Family Function
2.3.2. Anxiety
2.3.3. Fear of Missing Out (FoMO)
2.3.4. Loneliness
2.3.5. Smartphone Overuse (SO)
2.3.6. Phubbing
2.4. Research Procedure
2.4.1. Developing a Program
2.4.2. Application of the Program
2.4.3. Data Collection
2.5. Data Analysis
3. Results
3.1. Demographic Characteristics and the Homogeneity Test
3.2. Effects of the Family Function Program
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Phase | Objects | Contents | Activities | Time (min) | |
---|---|---|---|---|---|
Goal setting and motivation | 1st | Grasping the program’s structures and fostering closeness and trust among participants | – Introducing program objectives and process – Conducting a pre-test – Making relationships | – Welcoming | 5 |
– Icebreaking | 20 | ||||
– Conducting a pre-test | 30 | ||||
– Orientation | 25 | ||||
– Sharing and encouraging | 10 | ||||
2nd | Identifying my pattern of smartphone use, understanding the costs of excessive smartphone usage, and establishing personal goals | – Offering insights into the consequences of excessive smartphone use – Self-reflecting on personal usage patterns – Setting achievable objectives | – Theme games | 15 | |
– Educating | 25 | ||||
– Reflecting my patterns and sharing | 30 | ||||
– Making personal goals and sharing | 20 | ||||
Family significance affirmation | 3rd | Comprehending the foundation and significance of family and gaining insights into the family systems theory and the use of genograms | – Highlighting the significance of family in the al-Qur’an and through the family systems theory – Learning the process of creating a genogram | – Theme games | 20 |
– Educating | 20 | ||||
– Reflecting my family and sharing | 10 | ||||
– Understanding the symbols of a genogram | 40 | ||||
4th | Analyzing personal family dynamics and grasping the connections among family members through three generations via a genogram | – Exploring personal family structures – Comprehending the interrelations among family members across three generations using a genogram – Encouraging one another | – Theme games | 10 | |
– Drawing an own family genogram | 40 | ||||
– Sharing in small and large groups | 30 | ||||
– Encouraging | 10 | ||||
Self and family recognition | 5th | Grasping the concept of functional and dysfunctional families as depicted in the al-Qur’an and learning about the four roles in dysfunctional family dynamics | – Presenting the first family narrative found in the al-Qur’an – Teaching about the dynamics of dysfunctional families – Explaining the four roles typically observed in dysfunctional family structures | – Theme activities | 20 |
– Storytelling | 10 | ||||
– Educating | 30 | ||||
– Self-reflecting | 20 | ||||
– Sharing and encouraging | 10 | ||||
6th | Identifying the personal role within the four common family roles and analyzing one’s own role(s) in the family dynamics | – Acknowledging my personal roles and psychological needs – Reflecting on past experiences – Offering encouragement | – Theme activities | 10 | |
– Identifying my roles | 20 | ||||
– Sharing own stories in small groups | 30 | ||||
– Reflecting on myself | 10 | ||||
– Sharing personal feelings and encouraging | 20 | ||||
Future-focused action and decision-making | 7th | Understanding the connection between family dynamics and excessive smartphone usage and aiming to become a key individual in fostering peace within various relationships: with oneself, within the family, among friends, and at school | – Mastering strategies to repair dysfunctional relationships, emphasizing apologies and gratitude – Aiming to be instrumental in promoting peace in personal, family, and school relationships – Understanding the link between family dynamics and smartphone overuse | – Theme activities | 10 |
– Educating on the relationships between a dysfunctional family and excessive smartphone use | 20 | ||||
– Sharing personal experience in small groups | 30 | ||||
– Sending messages to family members and friends | 10 | ||||
– Sharing and encouraging | 20 | ||||
8th | Making decisions for improved family functions and responsible smartphone use | – Revisiting previous lessons – Highlighting program benefits and offering suggestions – Setting future goals – Implementing a post-test – Closing | – Reviewing past sessions | 10 | |
– Discussing the program’s advantages and suggestions | 15 | ||||
– Committing through a future-focused self-letter | 20 | ||||
– Administering a post-test | 30 | ||||
– Concluding the program | 15 |
Characteristics | Categories | Exp. (n = 14) | Cont. (n = 14) | χ2 | p |
---|---|---|---|---|---|
n (%) | n (%) | ||||
Age | 15 | 4 (28.6) | 12 (85.8) | 0.015 | 0.985 |
16 | 9 (64.3) | 1 (7.1) | |||
17 | 1 (7.1) | 1 (7.1) | |||
Parenting status | Both | 12 (85.7) | 14 (100) | 2.198 | 0.132 |
Only the father | 1 (7.1) | ||||
Only the mother | – | – | |||
Others | 1 (7.1) | ||||
Father’s education | Lower primary | 6 (42.9) | 2 (14.3) | 0.249 | 0.781 |
Secondary | 7 (50.0) | 11 (78.6) | |||
University and higher | 1 (7.1) | 1 (7.1) | |||
Mother’s education | Lower primary | 5 (35.7) | 1 (7.1) | 0.158 | 0.855 |
Secondary | 9 (64.3) | 12 (85.7) | |||
University and higher | 1 (7.1) | ||||
Monthly income | Less than 9000 | 6 (42.9) | 5 (35.7) | 0.651 | 0.530 |
9001–13,000 | 5 (35.7) | 6 (42.9) | |||
Over 13,000 | 3 (21.4) | 3 (21.4) |
Variables | Categories | Exp. (n = 14) | Cont. (n = 14) | t | p |
---|---|---|---|---|---|
M ± SD | M ± SD | ||||
Family Function | 71.86 ± 7.04 | 82.29 ± 9.30 | −3.35 | 0.287 | |
Digital Behaviors | SO | 41.00 ± 6.09 | 40.43 ± 4.77 | 0.276 | 0.597 |
Phubbing | 25.64 ± 3.96 | 23.14 ± 5.25 | 1.42 | 0.428 | |
Psychological Needs | Anxiety | 6.86 ± 3.58 | 7.43 ± 3.09 | −0.45 | 0.139 |
Fear of missing out | 24.00 ± 7.37 | 23.43 ± 6.86 | 0.21 | 0.702 | |
Loneliness | 4.64 ± 0.93 | 3.82 ± 1.79 | 2.70 | 0.005 |
Variable | Time | Exp. (n = 14) | Cont. (n = 14) | Source | F | p |
---|---|---|---|---|---|---|
M ± SD | M ± SD | |||||
FF | Pre | 71.86 ± 7.04 | 82.29 ± 9.30 | Group | 0.45 | 0.507 |
Post | 73.71 ± 9.72 | 67.14 ± 10.17 | Time | 11.91 | 0.002 | |
G*T | 19.51 | <0.001 | ||||
Excessive digital behaviors | ||||||
SO | Pre | 41.00 ± 6.09 | 40.43 ± 4.77 | Group | 0.97 | 0.333 |
Post | 37.86 ± 6.01 | 42.29 ± 5.28 | Time | 0.68 | 0.417 | |
G*T | 10.31 | 0.004 | ||||
Phubbing | Pre | 25.64 ± 3.96 | 23.14 ± 5.25 | Group | 0.01 | 0.904 |
Post | 23.29 ± 5.40 | 25.43 ± 4.11 | Time | 0.00 | 0.972 | |
G*T | 5.17 | 0.031 | ||||
Psychological needs | ||||||
Anxiety | Pre | 6.86 ± 3.58 | 7.43 ± 3.09 | Group | 5.45 | 0.028 |
Post | 6.43 ± 4.09 | 10.79 ± 2.55 | Time | 4.21 | 0.050 | |
G*T | 7.04 | 0.013 | ||||
FoMO | Pre | 24.00 ± 7.37 | 23.43 ± 6.86 | Group | 2.28 | 0.143 |
Post | 21.79 ± 7.66 | 29.29 ± 5.77 | Time | 2.04 | 0.165 | |
G*T | 10.00 | 0.004 | ||||
Loneliness | Pre | 4.64 ± 0.93 | 3.82 ± 1.79 | Group | 0.80 | 0.379 |
Post | 3.86 ± 1.96 | 4.71 ± 1.20 | Time | 1.20 | 0.284 | |
G*T | 8.67 | 0.007 |
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Kim, Y.; Dhammasaccakarn, W.; Laeheem, K.; Rinthaisong, I. Effects of a Family Function Program on Excessive Digital Use in Thai Female Muslim Adolescents. Adolescents 2025, 5, 39. https://doi.org/10.3390/adolescents5030039
Kim Y, Dhammasaccakarn W, Laeheem K, Rinthaisong I. Effects of a Family Function Program on Excessive Digital Use in Thai Female Muslim Adolescents. Adolescents. 2025; 5(3):39. https://doi.org/10.3390/adolescents5030039
Chicago/Turabian StyleKim, Yejin, Wanchai Dhammasaccakarn, Kasetchai Laeheem, and Idsaratt Rinthaisong. 2025. "Effects of a Family Function Program on Excessive Digital Use in Thai Female Muslim Adolescents" Adolescents 5, no. 3: 39. https://doi.org/10.3390/adolescents5030039
APA StyleKim, Y., Dhammasaccakarn, W., Laeheem, K., & Rinthaisong, I. (2025). Effects of a Family Function Program on Excessive Digital Use in Thai Female Muslim Adolescents. Adolescents, 5(3), 39. https://doi.org/10.3390/adolescents5030039