The Relationship Between Digital Literacy Education and Doomscrolling Behavior Among Senior High School Students: A Cross-Sectional Study
Keywords:
digital literacy education, doomscrolling behavior, senior high school students, cross-sectional study, adolescent well-being
Abstract
The widespread use of social media among senior high school students has heightened concerns regarding doomscrolling, a compulsive pattern of consuming distressing online content that negatively affects adolescent psychological well-being. This study aimed to examine the relationship between digital literacy education and doomscrolling behavior among senior high school students using a quantitative cross-sectional design. A total of 250 respondents were selected through multistage random sampling from several senior high schools. Data were collected using a structured questionnaire comprising an adapted digital literacy scale and the Doomscrolling Scale, both tested for validity and reliability prior to administration. Data were analyzed using Pearson product-moment correlation and simple linear regression with SPSS. The results revealed a significant negative correlation between digital literacy education and doomscrolling behavior (r = –.41, p < .001), and regression analysis confirmed that digital literacy education significantly predicted doomscrolling behavior (R² = .168, p < .001). These findings indicate that students with higher digital literacy competence tend to exhibit lower doomscrolling tendencies. This study concludes that strengthening digital literacy education in schools may serve as an effective preventive strategy to reduce doomscrolling and protect adolescent psychological well-being in the digital era.
References
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Hrbackova, K., Hladík, J., & Petr Safrankova, A. (2025). What role do self-regulatory mechanisms play in the risky use of digital media by adolescents? Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2025.1675778
Huang, G., Jia, W., & Yu, W. (2024). Media literacy interventions improve resilience to misinformation: A meta-analytic investigation of overall effect and moderating factors. Communication Research. https://doi.org/10.1177/00936502241288103
Huang, G., Jia, W., & Yu, W. (2024). Media literacy interventions improve resilience to misinformation: A meta-analytic investigation of overall effect and moderating factors. Communication Research. https://doi.org/10.1177/00936502241288103
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Koc, M., & Barut, E. (2016). Development and validation of New Media Literacy Scale (NMLS) for university students. Computers in Human Behavior, 63, 834–843. https://doi.org/10.1016/j.chb.2016.06.035
Lee, S. J. (2013). Parental restrictive mediation of children's internet use: Effective for what and for whom? New Media & Society, 15(4), 466–481. https://doi.org/10.1177/1461444812452412
Ma, Z., Wang, J., Li, J., & Jia, Y. (2021). The association between obesity and problematic smartphone use among school-age children and adolescents: A cross-sectional study in Shanghai. BMC Public Health, 21, 2103. https://doi.org/10.1186/s12889-021-12124-6
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Published
2026-08-25
How to Cite
Nissa Bela Nurussalma, Alwis, Muhammad yusuf, & Muhammad Hisyam Syafii. (2026). The Relationship Between Digital Literacy Education and Doomscrolling Behavior Among Senior High School Students: A Cross-Sectional Study. International Journal of Education, Vocational and Social Science , 5(03), 8574-8594. https://doi.org/10.63922/ijevss.v5i03.6217
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