Supporting data for "From Risk to Resilience: Leveraging School-based Social-Emotional Learning to Address Digital Addiction among Adolescents in Underserved Contexts"
<p dir="ltr">Over the past few decades, digital technology has become an integral part of daily life. While it offers significant developmental benefits, digital addiction (DA) has emerged as a critical global concern, particularly during adolescence, a developmental stage marked by heightened vulnerability to social, emotional, and behavioral challenges. Rural Chinese adolescents face an even greater risk of DA compared to their urban counterparts due to factors such as parental neglect, inequitable educational resources, limited access to mental health services, and the rural-urban digital divide. Although school-based social-emotional learning (SEL) programs have been widely advocated in Western societies for enhancing student well-being, their potential in preventing DA remains underexplored. Furthermore, SEL research and implementation lag significantly in Eastern societies, particularly in underserved rural contexts.</p><p dir="ltr">Therefore, this dissertation aims to: (1) identify early longitudinal, modifiable risk and protective factors for adolescent DA that can inform targeted prevention strategies; (2) translate existing research evidence into school-based SEL strategies to prevent adolescent DA and develop an new SEL-based DA prevention program in middle school settings; (3) examine the cultural adaptation, implementation, and impact of the program for preventing adolescent DA, with a particular focus on underserved rural contexts in China.</p><p dir="ltr">This dataset is part of my dissertation and consists of two components:</p><ol><li><b>Quantitative data</b> (analyzed in Chapter 3: <i>Development and Evaluation of an SEL-Based Program to Prevent Adolescent Digital Addiction in Underserved Chinese Rural Contexts</i>), saved as <b>“Thesis chapter 3 survey data.xlsx.”</b> These data were collected from 389 seventh-grade students at a rural middle school in China. They include survey responses assessing students’ levels of digital addiction, social relationships, and perceived school climate and well-being at three assessment time points (pre-test, post-test, and 5-month follow-up).</li><li><b>Qualitative data</b> (analyzed in Chapter 4: “<i>My Friends Were Also Changing, So I Felt Like I Should Too</i>”<i>: A Qualitative Exploration of Adolescent Experiences in a SEL-Based Digital Addiction Prevention Program in a Chinese Rural School</i>), saved in the folder <b>“Thesis chapter 4 interview data.”</b> This folder contains anonymized in-depth interview transcripts with 32 students who participated in the program. The interviews explore their personal experiences with the SEL program and their perceived changes.</li></ol><p dir="ltr">No personally identifiable or sensitive information is included in this dataset.</p>
