Developing a Family Function Program for Preventing Problematic Smartphone Use (PSU) among Adolescent Muslim in the Deep South of Thailand

Abstract

Smartphones have become an integral part of our daily lives. While they offer numerous advantages, excessive smartphone use has been shown to cause significant impairments, as indicated by numerous studies. The term Problematic Smartphone Use (PSU) has been coined to describe these behaviors and is often used interchangeably with smartphone addiction (SA) in academic literature. Additionally, the term "phubbing" has emerged to describe the act of ignoring others in favor of smartphone use, even in face-to-face interactions. This research integrates SA and phubbing under the umbrella of PSU, focusing on their negative impacts, particularly on adolescents who are in a critical developmental stage.However, no research has been conducted specifically among adolescent Muslims in the deep South of Thailand. With the dramatic increase in smartphone use in Thailand, most adolescent Muslims use their smartphones for various purposes, often without considering whether their usage is functional or dysfunctional. No surveys or interventions have been performed for this distinct population, which is unique culturally, politically, and religiously.The primary aim of this study was to develop a family function program to prevent PSU among Muslim adolescents. As the program was designed for implementation in school settings, the research focused on adolescent Muslim students in secondary schools. The study had two main objectives: (1) investigating the context, and (2) developing a preventive program. Various techniques were employed to achieve these objectives, utilizing a family-centered approach based on family theories.For the first part, 1105 Muslim students from eight secondary schools in four provinces of Southern Thailand participated in a survey. Quantitative data were analyzed using descriptive statistics, t-tests, one-way ANOVA, factor analysis, and Structural Equation Modeling (SEM). Based on these results, semi-structured interviews were conducted with 11 key informants, including 5 students, 3 parents, and 3 teachers, to deepen the understanding of the quantitative findings through content analysis.For the second part, a quasi-experimental study was conducted. A total of 28 female Muslim students from 9th to 10th grades were recruited and evenly divided into two groups: an experimental group (14 participants) and a control group. The family function program, formulated based on family theories and the results from the first part, was implemented with the experimental group. Pre-tests and post-tests were conducted to examine the effects of the program.This study revealed several significant findings. First, a striking 70% of Thai Muslim adolescents exhibited symptoms of SA, which is considerably higher than rates observed in other Asian contexts. Second, the conceptual model indicated that family functions negatively impacted the three internalized factors (loneliness, anxiety, and fear of missing out (FoMO)), while anxiety and FoMO positively impacted PSU as predicted. However, family functions and loneliness did not significantly impact PSU. Third, two family functions�emotional status and discipline by communication and problem-solving (CPS)�were significant protective factors against SA, and SA had a positive and significant impact on phubbing. Interestingly, family support and CPS also positively and significantly affected SA. Fourth, anxiety significantly mediated the relationship between family functions and SA, and FoMO enhanced the mediation effects of anxiety in the sequential mediation model. However, loneliness did not mediate the relationship between SA and phubbing. Fifth, the family function program, grounded in family theories and informed by previous findings, consisted of four phases, each with two sessions. The program focused on enhancing family emotional status and discipline by, while also aiming to reduce anxiety and FoMO. Conducted over four weeks with 14 female Muslim students, the program demonstrated positive and significant effects on family functions, anxiety, and FoMO. However, it showed limited direct effects on reducing SA and phubbing.Despite several limitations, such as the specific demographic focus, reliance on self-reported data, potential natural changes affecting pre-test and post-test results, and the relatively short intervention duration, this study provides valuable insights into the influence of family dynamics on internalizing and externalizing problems among adolescents. It also highlights the potential of family-based interventions in mitigating PSU.

??????????????????????????????????????????????????? ??????????????????????????????????????????????? ???????????????????????????????????????????????????????????????????????????? ????????????????????????????????? ????? "?????????????????????????" (Problematic Smartphone Use: PSU) ?????????????????????????????????????????????????????????????? �???????????????� (Smartphone Addiction: SA) ???????????????????? ????????? ????? �????????????????????????????� (phubbing) ??????????????????????????????????????????????????????? ???????????????????????????????????????????????????????? ?????????????????????????????????????????????????? phubbing ????????????? PSU ????????????????????????????????????????????????????????????????????????????????????? ??????????????????????????????????????????????????????????????????? ??????????????????????????????????????????????????????????? ?????????????????????????????????????????????????????????? ???????????????????????????????????????????????????????????????????? ????????????????????????????????????????????????????????????????????????????????????? ???????? ???????? ???????????????????????????????????????????????????????????????????????????????? PSU ??????????????? ???????????????????????????????????????????????????????????????????????????????????????????????????????? PSU ??????????????? ?????????????????????????????????????????????????? ?????????????????????????????????????????????????????????????? ?????????????????????????????? (1) ????????????? ??? (2) ?????????????????????? ????????????? ? ????????????????????????????????? ??????????????????????????????? ????????????????????????????????????????? ????????????????????? 1105 ??????????????????????? 8 ?????? 4 ???????????????????????????????????????????????? ?????????????????????????????????? ????? t-test, ANOVA ?????????????????? ?????????????????????? (SEM) ??????????????????????????????????????????????? ?????????????????????????????????????????????????????????????????? 11 ?? ?????????? ???????? 5 ?? ????????? 3 ?? ?????? 3 ?? ?????????????????????????????????????????????????????????????????????? ???????????????????????????? ????????????????????????????????????? 28 ?? ??????? ?.?????? ?.???? ?????????????????????????????????????? ????????????????????? (??????????? 14 ??) ?????????????? ??????????????????????????????????????????????????????????????????????????????????? ??????????????????????? ????????????????????????????? ?????????????????????????????????????????????????????????????????? ????????? ?????????????????????????? 70% ??????????????????????????????????? ??????????????????????????????????????????????????????????????????????????????? ??????????????????????????????????????????????????????????????????????????????? (???????? ????????????? ????????????????????? (FoMO)) ???????????????????????????? FoMO ?????????????????????? PSU ??????????????????????? ???????????? ????????????????????????????????????????????????????? PSU????????? ??????????????????????????? ?????????????????????????????????????????????? (CPS) ???????????????????????????????? SA ??? SA ???????????????????????????????????????????????? ????????? ?????????????????????? CPS ?????????????????????????????????? SA????????? ????????????????????????????????????????????????????????????????????????????????????????????? (SA) ????????????????????? (FoMO) ?????????????????????????????????????????????????????????????????????????????? ???????????? ?????????????????????????????????????????????????? SA ??????????????????????????????? (phubbing)????????? ?????????????????????????????????????????????????????????????????????????????????? ???????????????????? ??????????????????????? ????????????????????????????????????????????????????????????????? ??????????????????????????????????????????? (FoMO) ????????????????? 4 ??????? ??????????????????????? 14 ?????????? ??????????????????????????????????????????????????????? ????????????? ??? FoMO ???????????? ??????????????????????????? SA ??????????????????????????????? (phubbing)????????????????????????? ???? ????????????????????????????????? ????????????????????????????????? ????????????????????????????????????????????????????????? ???????????????????????????????????? ????????????????????????????????????????????????????????????????????????????????????????????????????? ???????????????????????????????????????????????????????????????????????????????????????? (PSU)