Evaluation of a brief intervention to reduce cell phone use in college students

Abstract

AbstractBackgroundExcessive cell phone use contributes to distracted driving, may increase risk for automobile accidents, and a minority of mobile phone users exhibit behaviors consistent with technological addiction. The purpose of this study was to determine whether cell phone beliefs and behaviors could be changed by a brief educational encounter. The Theory of Reasoned Action provided a lens for viewing attitudes and behavior.MethodsA one-week pre-post design with a thirty-day follow-up was used with participants (N = 215, 67.0% female, age = 20.0 + 1.6) assigned to a peer led intervention or comparison groups. The intervention included cell-phone educational materials. A short index of cell phone behavior was developed which showed good internal consistency with a Cronbach’s alpha of .81.ResultsThe intervention group “agreed” or “strongly-agreed” more than the comparison group on five of the seven areas of cell phone beliefs and behaviors (p < 0.05, item Cohen’s d = .32 to .47, total d = .50) at one-week following receipt of informational materials.DiscussionWe conclude that attitudes and behaviors regarding cell phones are malleable and susceptible to change in young-adults following a brief psychoeducational intervention.