1. Proposal Information

1.1 Research Background

Problematic Mobile Phone Use (Billieux et al.,2005)among adolescents has become a global issue, which not only affects their physical and mental health, but also adversely affects their academic performance (Elhai et al.,2017; Enez et al 2016; Judd,2014; Xie et al.,2014 ). Problematic mobile phone use in adolescents is influenced by a number of factors. In response, parents have adopted a number of interventions to prevent the occurrence of problematic mobile phone use among adolescents. Parental interventions are mainly aimed at reducing the negative effects of the media on adolescents. Bybee et al. categorised the intervention strategies into restrictive intervention strategies, evaluative strategies and co-viewing (Bybee et al.,1982). Subsequently, Nathanson and Botta refined the intervention into positive intervention and co-viewing based on evaluative factors (Nathanson et al.,2003). With the popularity of the Internet, parental intervention strategies were further expanded into technological restriction, interactive restriction and monitoring intervention (Livingstone et al.,2008).

Research has shown that reasonable use of restrictions and positive intervention can significantly reduce adolescents' problematic media use (Gentile et al.,2012; Livingstone et al.,2008; Gentile et al.,2012). However, over-intervention may be counterproductive, e.g., leading adolescents to develop expectant behaviours and rebelliousness (Shin et al.,2011). Therefore, the effectiveness of interventions is affected by a number of factors, and the effectiveness of different strategies varies, requiring a combination of guidance and communication to achieve optimal results.

Schools, as the main place of activity for students, play an important role in preventing problematic mobile phone use among teenagers. According to the Circular on Strengthening the Management of Mobile Phones for Primary and Secondary School Students issued by the Ministry of Education (MOE) in 2021, most primary and secondary schools have explicitly prohibited students from bringing mobile phones to school, while boarding schools allow students to bring mobile phones, but they need to be kept in the school's custody. These measures aim to reduce the interference of mobile phones with learning. 

In addition, schools enrich the after-school life of students and divert their excessive reliance on mobile phones by organising fun activities, club courses and study activities. At the same time, the school also regularly carries out educational activities on topics such as Internet safety ,and combines them with curriculum practice to guide students to correctly understand the use of the Internet.

Comprehensive previous studies have mostly focused on the role of single-aspect environmental factors. But the status of adolescents' problematic mobile phone use is influenced by environmental factors at multiple levels. This study considers multiple aspects by exploring the current status of preventive interventions at home and school, identifying problems through the current situation for causal analysis, and proposing improvement measures and strategies.

1.2 Theoretical framework

Bronfenbrenner believed that an individual's development is influenced by multiple environmental systems, and he categorised the environment into five system levels, including microsystems, mesosystems, exosystems, macrosystems and ephemeral systems. The theory suggests that the reasons why adolescents develop problematic use of mobile phones receive influence from a variety of factors, such as the family environment, the community environment, and the school environment, in addition to their own reasons.

Based on the ecosystem theory, By examining the mobile phone use behaviours of Chinese junior high school students and the home-school collaboration model, this study seeks to provide new perspectives and practical experiences for managing adolescent problematic mobile phone use globally.

1.3 Objectives of the study

1. To identify current family and school preventive intervention strategies for problematic mobile phone use among junior high school students. 

2. To evaluate the influence of the implementation of these strategies on students’ problematic mobile phone use.  

2.Methodology or Methods To respond research questions, our study will employ a mixed method. The qualitative method will be used to identify the types of family-school intervention strategies, while the quantitative method will be used to describe the frequency of the implementation of the identified strategies and explore their influence on students’ problematic mobile phone use. 2.1 Qualitative method: Participants The qualitative study aims to interview 6-8 teachers and 6-8 parents. Classroom teachers from various grades will be prioritized to understand their views on mobile phone use by students. For parents, diverse economic and cultural backgrounds will be considered to examine differences in home-school intervention strategies. Data Collection The study used a semi-structured interview method and the interviews were centred around the following core questions: ·What intervention strategies have parents/teachers adopted to address students' problematic mobile phone use? ·Which intervention strategies are considered to be more effective? What are the difficulties? ·How do you see the role of home-school co-operation in reducing problematic mobile phone use? The interviews lasted 30-40 minutes and were audio-recorded. Afterwards, the recordings were transcribed and sent to the interviewees for verification and necessary corrections to ensure the accuracy and completeness of the data. Data Analysis This study uses a qualitative research approach and interview data will be coded to describe what family-school interventions strategies are available. 2.2 Quantitative method: Participants This quantitative study will survey more than 300 junior high school students nationwide, ensuring a representative sample across grade levels, gender, and region to examine the characteristics of problematic mobile phone use and regional differences in home-school intervention strategies. Data Collection Questionnaire design: Based on qualitative interviews, the questionnaire consisted of three sections: ·Background information: Detailed information about the student, such as grade level, gender, and family economic status. ·Intervention strategies: Preventive measures taken by the family and the school. ·Problematic use of mobile phones: The extent of problematic mobile phone use was assessed through a standardised scale. The questionnaire was shared online with junior high school students through the Questionnaire Star platform, and schools and teachers assisted with comprehensive data collection. Data Analysis This study used quantitative analysis to collect data through a large-scale questionnaire, which was followed by a Latent profile analysis will identify the types of home-school intervention strategies. Regression analysis will explore the effects of home-school intervention strategies on problematic mobile phone use behaviour.

3.Expected Outcomes or Findings This study's will identify current family and school intervention strategies for problematic mobile phone use among middle school students. It is expected to find that family intervention strategies mainly include positive intervention strategies, negative intervention strategies, monitoring of usage behaviours and joint participation as intervention strategies. School intervention strategies, on the other hand, cover activities such as banning mobile phones from school, conducting interest diversion activities, and implementing internet safety education. In addition, the study will reveal the types of combinations of home-school intervention strategies, such as highly restrictive and highly positive. In assessing the effectiveness of intervention strategies, it is expected to find significant differences in the impact of different types as well as combinations of intervention strategies on students' problematic mobile phone use. Restrictive strategies may be effective in the short term but may trigger rebelliousness in the long term. Positive educational strategies are more conducive to developing healthy mobile phone use habits among students. Conclusion This study seeks to address a pressing issue by investigating and refining collaborative strategies to mitigate problematic smartphone use among middle school students. The findings will fill the gaps in existing research and inform evidence-based practices suitable for global educational settings.

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