The Effectiveness of the Intervention Package for Reducing Harmful Dependence on Cyberspace on Self-Efficacy and Difficulties in Emotion Regulation in Female Students

Mohajer Baad, Zahra; Asgharinekah, Seyed Mohsen; Bakhshipour, Abolfazl

doi:10.30473/etl.2026.75615.4474

The Effectiveness of the Intervention Package for Reducing Harmful Dependence on Cyberspace on Self-Efficacy and Difficulties in Emotion Regulation in Female Students

Document Type : Research

Authors

¹ PhD student, Department of Counseling, Boj.C., Islamic Azad University, Bojnord, Iran

² Professor of Psychology & Education of Exceptional Children, Department of Counseling and Educational Psychology, Faculty of Education and psychology, Ferdowsi University of Mashhad, Mashhad, Iran

³ Assistant Professor, Department of Counseling, Boj.C., Islamic Azad University, Bojnord, Iran.

10.30473/etl.2026.75615.4474

Abstract

Background and Objective: The present study aimed to investigate the effectiveness of the intervention package for reducing harmful dependence on cyberspace on self-efficacy and difficulties in emotion regulation in female students.
Method: This study was a quasi-experimental research with a pretest-posttest design and a control group. The statistical population included all female high school students (15–18 years old) in Mashhad in 2024 who showed harmful dependence on cyberspace based on the Kaplan scale. Considering the complexity of cyberspace management studies and the limitations of group sessions during adolescence, 22 participants were selected through purposive and convenience sampling and were then randomly assigned into experimental and control groups (11 participants in each group). The intervention consisted of nine 60-minute sessions. Data collection tools included the Self-Efficacy Questionnaire for Children (Muris, 2001) and the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004). Data were analyzed using repeated measures analysis of variance in SPSS-24.
Results: The findings showed that the intervention led to a significant improvement in self-efficacy and a reduction in difficulties in emotion regulation among female students in the experimental group compared with the control group (p<0.05). These effects were also maintained during the short-term follow-up phase.
Conclusion: The findings suggest that the intervention package for reducing harmful dependence on cyberspace can improve self-efficacy and reduce difficulties in emotion regulation among adolescent girls.

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