A Marketing Approach to a Psychological Problem: Problematic Smartphone Use on Adolescents
Identifieur interne : 000685 ( Pmc/Curation ); précédent : 000684; suivant : 000686A Marketing Approach to a Psychological Problem: Problematic Smartphone Use on Adolescents
Auteurs : Adnan Veysel Ertemel [Turquie] ; Ela AriSource :
- International Journal of Environmental Research and Public Health [ 1661-7827 ] ; 2020.
Abstract
Url:
DOI: 10.3390/ijerph17072471
PubMed: 32260429
PubMed Central: 7177352
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<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">A Marketing Approach to a Psychological Problem: Problematic Smartphone Use on Adolescents</title><author><name sortKey="Ertemel, Adnan Veysel" sort="Ertemel, Adnan Veysel" uniqKey="Ertemel A" first="Adnan Veysel" last="Ertemel">Adnan Veysel Ertemel</name><affiliation wicri:level="1"><nlm:aff id="af1-ijerph-17-02471">Istanbul Commerce University, Faculty of Business Administration, International Trade Department, 34445 Istanbul, Turkey</nlm:aff><country xml:lang="fr">Turquie</country><wicri:regionArea>Istanbul Commerce University, Faculty of Business Administration, International Trade Department, 34445 Istanbul</wicri:regionArea></affiliation></author><author><name sortKey="Ari, Ela" sort="Ari, Ela" uniqKey="Ari E" first="Ela" last="Ari">Ela Ari</name><affiliation><nlm:aff id="af2-ijerph-17-02471">Istanbul Medipol University, Faculty of Humanities and Social Sciences, Psychology Department, 34810 Istanbul, Turkey;<email>eari@medipol.edu.tr</email></nlm:aff></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">32260429</idno><idno type="pmc">7177352</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7177352</idno><idno type="RBID">PMC:7177352</idno><idno type="doi">10.3390/ijerph17072471</idno><date when="2020">2020</date><idno type="wicri:Area/Pmc/Corpus">000685</idno><idno type="wicri:explorRef" wicri:stream="Pmc" wicri:step="Corpus" wicri:corpus="PMC">000685</idno><idno type="wicri:Area/Pmc/Curation">000685</idno><idno type="wicri:explorRef" wicri:stream="Pmc" wicri:step="Curation">000685</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">A Marketing Approach to a Psychological Problem: Problematic Smartphone Use on Adolescents</title><author><name sortKey="Ertemel, Adnan Veysel" sort="Ertemel, Adnan Veysel" uniqKey="Ertemel A" first="Adnan Veysel" last="Ertemel">Adnan Veysel Ertemel</name><affiliation wicri:level="1"><nlm:aff id="af1-ijerph-17-02471">Istanbul Commerce University, Faculty of Business Administration, International Trade Department, 34445 Istanbul, Turkey</nlm:aff><country xml:lang="fr">Turquie</country><wicri:regionArea>Istanbul Commerce University, Faculty of Business Administration, International Trade Department, 34445 Istanbul</wicri:regionArea></affiliation></author><author><name sortKey="Ari, Ela" sort="Ari, Ela" uniqKey="Ari E" first="Ela" last="Ari">Ela Ari</name><affiliation><nlm:aff id="af2-ijerph-17-02471">Istanbul Medipol University, Faculty of Humanities and Social Sciences, Psychology Department, 34810 Istanbul, Turkey;<email>eari@medipol.edu.tr</email></nlm:aff></affiliation></author></analytic><series><title level="j">International Journal of Environmental Research and Public Health</title><idno type="ISSN">1661-7827</idno><idno type="eISSN">1660-4601</idno><imprint><date when="2020">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><italic>Background:</italic> Smartphones have become an indispensable part of the daily lives of adolescents in the 21st century, which is characterized by a highly digitized modern world. Besides their many advantages, smartphones might pave the way to compulsive usage and addictive experiences. To remedy this problem, this study proposes an authentic approach which integrates consumer behavior theories and techniques such as unhook and gamification. An education program has been designed based on these approaches to decrease the problematic smartphone use. <italic>Method:</italic> The participants of the education program consisted of 305 students (48.2% girls and 51.8% boys) with a mean age of 14.57 (SD = 0.74). The Demographic Form and Smartphone Addiction Scale for Adolescents (SASA) were conducted before the education program and three weeks after the education. <italic>Results:</italic> The results of the paired sample <italic>t</italic>-test analysis before and after the education program revealed that the SASA total scores decreased significantly (<italic>p</italic> < 0.01). There are significant differences in terms of gender, mothers’ education and class levels. <italic>Conclusion:</italic> This research emphasizes the role of an interdisciplinary approach to the addiction problem. The content used in the education program includes strategies that originally aimed at increasing consumption. The effectiveness of the program can be enhanced further in the future along with self-regulatory additions. </p></div></front><back><div1 type="bibliography"><listBibl><biblStruct></biblStruct><biblStruct><analytic><author><name sortKey="Ericsson, A B" uniqKey="Ericsson A">A.B. Ericsson</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Cheever, N A" uniqKey="Cheever N">N.A. Cheever</name></author><author><name sortKey="Rosen, L D" uniqKey="Rosen L">L.D. Rosen</name></author><author><name sortKey="Carrier, L M" uniqKey="Carrier L">L.M. Carrier</name></author><author><name sortKey="Chavez, A" uniqKey="Chavez A">A. 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<front><journal-meta><journal-id journal-id-type="nlm-ta">Int J Environ Res Public Health</journal-id><journal-id journal-id-type="iso-abbrev">Int J Environ Res Public Health</journal-id><journal-id journal-id-type="publisher-id">ijerph</journal-id><journal-title-group><journal-title>International Journal of Environmental Research and Public Health</journal-title></journal-title-group><issn pub-type="ppub">1661-7827</issn><issn pub-type="epub">1660-4601</issn><publisher><publisher-name>MDPI</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="pmid">32260429</article-id><article-id pub-id-type="pmc">7177352</article-id><article-id pub-id-type="doi">10.3390/ijerph17072471</article-id><article-id pub-id-type="publisher-id">ijerph-17-02471</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title-group><article-title>A Marketing Approach to a Psychological Problem: Problematic Smartphone Use on Adolescents</article-title></title-group><contrib-group><contrib contrib-type="author"><contrib-id contrib-id-type="orcid" authenticated="true">https://orcid.org/0000-0002-5028-1096</contrib-id><name><surname>Ertemel</surname><given-names>Adnan Veysel</given-names></name><xref ref-type="aff" rid="af1-ijerph-17-02471">1</xref><xref rid="c1-ijerph-17-02471" ref-type="corresp">*</xref></contrib><contrib contrib-type="author"><name><surname>Ari</surname><given-names>Ela</given-names></name><xref ref-type="aff" rid="af2-ijerph-17-02471">2</xref></contrib></contrib-group><aff id="af1-ijerph-17-02471"><label>1</label>Istanbul Commerce University, Faculty of Business Administration, International Trade Department, 34445 Istanbul, Turkey</aff><aff id="af2-ijerph-17-02471"><label>2</label>Istanbul Medipol University, Faculty of Humanities and Social Sciences, Psychology Department, 34810 Istanbul, Turkey;<email>eari@medipol.edu.tr</email></aff><author-notes><corresp id="c1-ijerph-17-02471"><label>*</label>Correspondence: <email>avertemel@ticaret.edu.tr</email></corresp></author-notes><pub-date pub-type="epub"><day>04</day><month>4</month><year>2020</year></pub-date><pub-date pub-type="ppub"><month>4</month><year>2020</year></pub-date><volume>17</volume><issue>7</issue><elocation-id>2471</elocation-id><history><date date-type="received"><day>28</day><month>2</month><year>2020</year></date><date date-type="accepted"><day>01</day><month>4</month><year>2020</year></date></history><permissions><copyright-statement>© 2020 by the authors.</copyright-statement><copyright-year>2020</copyright-year><license license-type="open-access"><license-p>Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (<ext-link ext-link-type="uri" xlink:href="http://creativecommons.org/licenses/by/4.0/">http://creativecommons.org/licenses/by/4.0/</ext-link>).</license-p></license></permissions><abstract><p><italic>Background:</italic> Smartphones have become an indispensable part of the daily lives of adolescents in the 21st century, which is characterized by a highly digitized modern world. Besides their many advantages, smartphones might pave the way to compulsive usage and addictive experiences. To remedy this problem, this study proposes an authentic approach which integrates consumer behavior theories and techniques such as unhook and gamification. An education program has been designed based on these approaches to decrease the problematic smartphone use. <italic>Method:</italic> The participants of the education program consisted of 305 students (48.2% girls and 51.8% boys) with a mean age of 14.57 (SD = 0.74). The Demographic Form and Smartphone Addiction Scale for Adolescents (SASA) were conducted before the education program and three weeks after the education. <italic>Results:</italic> The results of the paired sample <italic>t</italic>-test analysis before and after the education program revealed that the SASA total scores decreased significantly (<italic>p</italic> < 0.01). There are significant differences in terms of gender, mothers’ education and class levels. <italic>Conclusion:</italic> This research emphasizes the role of an interdisciplinary approach to the addiction problem. The content used in the education program includes strategies that originally aimed at increasing consumption. The effectiveness of the program can be enhanced further in the future along with self-regulatory additions. </p></abstract><kwd-group><kwd>problematic smartphone use</kwd><kwd>adolescence</kwd><kwd>marketing</kwd><kwd>unhook</kwd><kwd>gamification</kwd></kwd-group></article-meta></front><floats-group><table-wrap id="ijerph-17-02471-t001" orientation="portrait" position="float"><object-id pub-id-type="pii">ijerph-17-02471-t001_Table 1</object-id><label>Table 1</label><caption><p>Demographics of the Participants.</p></caption><table frame="hsides" rules="groups"><thead><tr><th align="center" valign="middle" style="border-top:solid thin;border-bottom:solid thin" rowspan="1" colspan="1">N = 305</th><th align="center" valign="middle" style="border-top:solid thin;border-bottom:solid thin" rowspan="1" colspan="1">Frequency</th><th align="center" valign="middle" style="border-top:solid thin;border-bottom:solid thin" rowspan="1" colspan="1">Percentage</th></tr></thead><tbody><tr><td align="center" valign="middle" rowspan="1" colspan="1"><bold>Gender</bold></td><td align="center" valign="middle" rowspan="1" colspan="1"></td><td align="center" valign="middle" rowspan="1" colspan="1"></td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Female</td><td align="center" valign="middle" rowspan="1" colspan="1">144</td><td align="center" valign="middle" rowspan="1" colspan="1">47.2</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Male </td><td align="center" valign="middle" rowspan="1" colspan="1">161</td><td align="center" valign="middle" rowspan="1" colspan="1">51.8</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1"><bold>Grades</bold></td><td align="center" valign="middle" rowspan="1" colspan="1"></td><td align="center" valign="middle" rowspan="1" colspan="1"></td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Prep (14 yrs)</td><td align="center" valign="middle" rowspan="1" colspan="1">44</td><td align="center" valign="middle" rowspan="1" colspan="1">14.4</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">9th Grade (15 yrs)</td><td align="center" valign="middle" rowspan="1" colspan="1">210 </td><td align="center" valign="middle" rowspan="1" colspan="1">68.9</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">10th Grade (16 yrs)</td><td align="center" valign="middle" rowspan="1" colspan="1">31</td><td align="center" valign="middle" rowspan="1" colspan="1">10.2</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">11th Grade (17 yrs)</td><td align="center" valign="middle" rowspan="1" colspan="1">20</td><td align="center" valign="middle" rowspan="1" colspan="1">6.6</td></tr><tr><td colspan="2" align="center" valign="middle" rowspan="1"><bold>The distribution of electronics they do possess</bold></td><td align="center" valign="middle" rowspan="1" colspan="1"></td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Smartphone</td><td align="center" valign="middle" rowspan="1" colspan="1">305</td><td align="center" valign="middle" rowspan="1" colspan="1">100</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Computer</td><td align="center" valign="middle" rowspan="1" colspan="1">187</td><td align="center" valign="middle" rowspan="1" colspan="1">61.3</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Pad</td><td align="center" valign="middle" rowspan="1" colspan="1">82</td><td align="center" valign="middle" rowspan="1" colspan="1">26.9</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Console</td><td align="center" valign="middle" rowspan="1" colspan="1">57</td><td align="center" valign="middle" rowspan="1" colspan="1">18.7</td></tr><tr><td colspan="2" align="center" valign="middle" rowspan="1"><bold>Smartphone purpose of use</bold></td><td align="center" valign="middle" rowspan="1" colspan="1"></td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Education/Research</td><td align="center" valign="middle" rowspan="1" colspan="1">275</td><td align="center" valign="middle" rowspan="1" colspan="1">90.2</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Entertainment/Game</td><td align="center" valign="middle" rowspan="1" colspan="1">239</td><td align="center" valign="middle" rowspan="1" colspan="1">78.4</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Free Time </td><td align="center" valign="middle" rowspan="1" colspan="1">207</td><td align="center" valign="middle" rowspan="1" colspan="1">67.9</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Social Media</td><td align="center" valign="middle" rowspan="1" colspan="1">238</td><td align="center" valign="middle" rowspan="1" colspan="1">78.0</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Communication</td><td align="center" valign="middle" rowspan="1" colspan="1">217</td><td align="center" valign="middle" rowspan="1" colspan="1">71.1</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Shopping </td><td align="center" valign="middle" rowspan="1" colspan="1">124</td><td align="center" valign="middle" rowspan="1" colspan="1">40.7</td></tr><tr><td colspan="2" align="center" valign="middle" rowspan="1"><bold>Applications participants have</bold></td><td align="center" valign="middle" rowspan="1" colspan="1"></td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">WhatsApp</td><td align="center" valign="middle" rowspan="1" colspan="1">302</td><td align="center" valign="middle" rowspan="1" colspan="1">99.0</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Instagram</td><td align="center" valign="middle" rowspan="1" colspan="1">247</td><td align="center" valign="middle" rowspan="1" colspan="1">81.0</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Facebook </td><td align="center" valign="middle" rowspan="1" colspan="1">75</td><td align="center" valign="middle" rowspan="1" colspan="1">24.6</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">TicToc</td><td align="center" valign="middle" rowspan="1" colspan="1">10</td><td align="center" valign="middle" rowspan="1" colspan="1">3.3</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Snapchat</td><td align="center" valign="middle" rowspan="1" colspan="1">102</td><td align="center" valign="middle" rowspan="1" colspan="1">33.4</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Twitter</td><td align="center" valign="middle" rowspan="1" colspan="1">58</td><td align="center" valign="middle" rowspan="1" colspan="1">19.0</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Pinterest</td><td align="center" valign="middle" rowspan="1" colspan="1">67</td><td align="center" valign="middle" rowspan="1" colspan="1">22.0</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">YouTube</td><td align="center" valign="middle" rowspan="1" colspan="1">222</td><td align="center" valign="middle" rowspan="1" colspan="1">72.8</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Twitch</td><td align="center" valign="middle" rowspan="1" colspan="1">43</td><td align="center" valign="middle" rowspan="1" colspan="1">14.1</td></tr><tr><td colspan="2" align="center" valign="middle" rowspan="1"><bold>Mother’s Education</bold></td><td align="center" valign="middle" rowspan="1" colspan="1"></td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Middle School</td><td align="center" valign="middle" rowspan="1" colspan="1">125</td><td align="center" valign="middle" rowspan="1" colspan="1">41.0</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">High School</td><td align="center" valign="middle" rowspan="1" colspan="1">78</td><td align="center" valign="middle" rowspan="1" colspan="1">25.6</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">College</td><td align="center" valign="middle" rowspan="1" colspan="1">102</td><td align="center" valign="middle" rowspan="1" colspan="1">33.4</td></tr><tr><td colspan="2" align="center" valign="middle" rowspan="1"><bold>Father’s Education</bold></td><td align="center" valign="middle" rowspan="1" colspan="1"></td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">Middle School</td><td align="center" valign="middle" rowspan="1" colspan="1">89</td><td align="center" valign="middle" rowspan="1" colspan="1">29.2</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">High School</td><td align="center" valign="middle" rowspan="1" colspan="1">91</td><td align="center" valign="middle" rowspan="1" colspan="1">29.8</td></tr><tr><td align="center" valign="middle" style="border-bottom:solid thin" rowspan="1" colspan="1">College</td><td align="center" valign="middle" style="border-bottom:solid thin" rowspan="1" colspan="1">125</td><td align="center" valign="middle" style="border-bottom:solid thin" rowspan="1" colspan="1">41.0</td></tr></tbody></table></table-wrap><table-wrap id="ijerph-17-02471-t002" orientation="portrait" position="float"><object-id pub-id-type="pii">ijerph-17-02471-t002_Table 2</object-id><label>Table 2</label><caption><p>Paired sample <italic>t</italic> test results before and after the education program.</p></caption><table frame="hsides" rules="groups"><thead><tr><th align="center" valign="middle" style="border-top:solid thin;border-bottom:solid thin" rowspan="1" colspan="1">Factors</th><th align="center" valign="middle" style="border-top:solid thin;border-bottom:solid thin" rowspan="1" colspan="1">Mean Difference </th><th align="center" valign="middle" style="border-top:solid thin;border-bottom:solid thin" rowspan="1" colspan="1">St. Dev</th><th align="center" valign="middle" style="border-top:solid thin;border-bottom:solid thin" rowspan="1" colspan="1"><italic>t</italic></th><th align="center" valign="middle" style="border-top:solid thin;border-bottom:solid thin" rowspan="1" colspan="1"><italic>p</italic></th></tr></thead><tbody><tr><td align="center" valign="middle" rowspan="1" colspan="1">1. Disturbing daily life and tolerance</td><td align="center" valign="middle" rowspan="1" colspan="1">0.25</td><td align="center" valign="middle" rowspan="1" colspan="1">0.81</td><td align="center" valign="middle" rowspan="1" colspan="1">5.29</td><td align="center" valign="middle" rowspan="1" colspan="1"><0.01 <sup>**</sup></td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">2. Withdrawal symptoms</td><td align="center" valign="middle" rowspan="1" colspan="1">0.12</td><td align="center" valign="middle" rowspan="1" colspan="1">0.75</td><td align="center" valign="middle" rowspan="1" colspan="1">2.56</td><td align="center" valign="middle" rowspan="1" colspan="1"><0.01 <sup>**</sup></td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">3. Positive anticipation</td><td align="center" valign="middle" rowspan="1" colspan="1">0.34</td><td align="center" valign="middle" rowspan="1" colspan="1">0.88</td><td align="center" valign="middle" rowspan="1" colspan="1">6.73</td><td align="center" valign="middle" rowspan="1" colspan="1"><0.01 <sup>**</sup></td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">4. Cyberspace oriented relationships</td><td align="center" valign="middle" rowspan="1" colspan="1">0.03</td><td align="center" valign="middle" rowspan="1" colspan="1">0.74</td><td align="center" valign="middle" rowspan="1" colspan="1">0.75</td><td align="center" valign="middle" rowspan="1" colspan="1">0.45</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">5. Overuse</td><td align="center" valign="middle" rowspan="1" colspan="1">0.17</td><td align="center" valign="middle" rowspan="1" colspan="1">0.89</td><td align="center" valign="middle" rowspan="1" colspan="1">3.32</td><td align="center" valign="middle" rowspan="1" colspan="1"><0.01 <sup>**</sup></td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">6. Social network dependence</td><td align="center" valign="middle" rowspan="1" colspan="1">0.06</td><td align="center" valign="middle" rowspan="1" colspan="1">1.05</td><td align="center" valign="middle" rowspan="1" colspan="1">1.06</td><td align="center" valign="middle" rowspan="1" colspan="1">0.29</td></tr><tr><td align="center" valign="middle" rowspan="1" colspan="1">7. Physical symptoms</td><td align="center" valign="middle" rowspan="1" colspan="1">0.15</td><td align="center" valign="middle" rowspan="1" colspan="1">0.89</td><td align="center" valign="middle" rowspan="1" colspan="1">2.97</td><td align="center" valign="middle" rowspan="1" colspan="1"><0.01 <sup>**</sup></td></tr><tr><td align="center" valign="middle" style="border-bottom:solid thin" rowspan="1" colspan="1">Total SASA</td><td align="center" valign="middle" style="border-bottom:solid thin" rowspan="1" colspan="1">1.11</td><td align="center" valign="middle" style="border-bottom:solid thin" rowspan="1" colspan="1">3.45</td><td align="center" valign="middle" style="border-bottom:solid thin" rowspan="1" colspan="1">5.61</td><td align="center" valign="middle" style="border-bottom:solid thin" rowspan="1" colspan="1"><0.01 <sup>**</sup></td></tr></tbody></table><table-wrap-foot><fn><p>Notes: ** deemed significant at the 0.01 level.</p></fn></table-wrap-foot></table-wrap></floats-group></pmc></record>Pour manipuler ce document sous Unix (Dilib)
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