An interventional study of School-Based Self-Regulation Program in Digital Game Addiction, Sleep Deprivation and Problematic Digital Gaming, sponsored by Turkan Akyol Guner. Completed at 2 sites in Turkey (Türkiye). Open to participants aged 10 Years to 14 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-02-20.
Sponsored by Turkan Akyol Guner · Not applicable, Interventional, and Prevention
This study evaluates the effectiveness of a school-based self-regulation intervention designed to reduce digital game addiction and sleep deprivation among adolescents aged 10-14 years. Excessive digital gaming has been associated with sleep problems, reduced academic performance, and emotional difficulties in adolescents.
In this cluster randomized controlled trial, two public middle schools were randomly assigned to either an intervention group or a control group. Students in the intervention group participated in a four-week classroom-based self-regulation training program focusing on goal setting, impulse control, time management, and healthy digital use habits.
The control group continued their usual school activities without additional intervention. Outcomes were assessed before the intervention and after completion using validated measures of digital game addiction and sleep deprivation.
The study aims to determine whether strengthening self-regulation skills can reduce problematic gaming behaviors and improve sleep outcomes in adolescents.
This cluster randomized controlled trial was conducted in two public middle schools located in the city center of Türkiye during the 2024-2025 academic year. Schools with similar socio-demographic characteristics were identified, and two schools were selected through a lottery method. One school was assigned to the intervention group and the other to the control group to minimize contamination between participants.
The study targeted students aged 10-14 years identified as being at high risk for digital game addiction based on screening assessments. The intervention consisted of four weekly classroom sessions grounded in Self-Regulation Theory. The program included structured activities focused on self-monitoring of digital gaming behaviors, goal setting, impulse control strategies, time management skills, and sleep hygiene awareness.
The control group did not receive the intervention during the study period and continued their routine school curriculum.
Primary outcomes included levels of digital game addiction and sleep deprivation, measured using validated and age-appropriate standardized scales. Assessments were conducted at baseline (pre-intervention) and after completion of the intervention.
The primary objective of the study is to evaluate the effectiveness of a theory-based school intervention in reducing digital game addiction and sleep deprivation among adolescents.
314 studies on the registry are indexed under Sleep Deprivation; 59 are open to participants now.
This study's enrollment of 110 is above the median of 50 across 259 interventional studies indexed under Sleep Deprivation.
Browse Sleep Deprivation studies →This is the only study on the registry with Turkan Akyol Guner as lead sponsor.
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Exclusion Criteria:
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You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Informed consent
Before you join, the study team explains what taking part involves — its purpose, what happens, the risks and possible benefits — and answers your questions, so you can decide freely. Consent is usually recorded on a form (the informed consent form, ICF) signed by you or, where the law allows, by someone legally authorised to decide for you.
You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
Students enrolled in the intervention school who received a 4-week, classroom-based self-regulation training program designed to reduce digital game addiction and sleep deprivation. The intervention consisted of structured educational sessions grounded in Self-Regulation Theory.
Behavioral: School-Based Self-Regulation Program
Students enrolled in the control school who continued their usual school activities and did not receive the self-regulation intervention during the study period.
A school-based self-regulation intervention grounded in Self-Regulation Theory was delivered over four consecutive weeks. The program consisted of four structured classroom sessions (one session per week, approximately 40-45 minutes each) targeting self-monitoring, goal setting, impulse control, time management, and healthy digital use behaviors. Interactive activities, group discussions, and behavioral planning exercises were used. In addition, a parent/teacher informational seminar was conducted to support consistent behavioral reinforcement. The control group received no structured intervention during the study period.
Change in Digital Game Addiction Scores
Change in Digital Game Addiction Scale total scores from baseline to post-intervention between intervention and control groups.
Time frame: Baseline, 4 weeks (post-intervention), and 3 months follow-up
Change in Sleep Deprivation Scores
Change in Sleep Deprivation Scale for Children and Adolescents (SDS-C/A) total scores from baseline to post-intervention between intervention and control groups.
Time frame: Baseline, 4 weeks (post-intervention), and 3 months follow-up
Plan to share: No
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This study is completed, as verified in Feb 2026. You cannot join it, but the record below documents what was studied.
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