A Counseling Method Based on Positive Humor and its Relationship with Electronic Addiction among Middle School Students

Abstract

The present study aimed to identify the level of electronic addiction among intermediate school students, examine the differences across grade levels (First, Second, and Third Intermediate), and explore the relationship between positive humor and electronic addiction as psychological variables linked to psychological and social adjustment within the school environment. A descriptive–correlational approach was adopted, focusing on describing and analyzing the phenomenon without experimental intervention. The research population consisted of 750 male students enrolled at Al-Rahil Salim Al-Basri Intermediate School for Boys, all included via a comprehensive-survey method. Statistical procedures included percentages, frequencies, the Chi-Square test, one-way ANOVA, and the Pearson correlation coefficient. Results showed that the combined moderate-to-high rate of electronic addiction was 60% in the first grade, 68% in the second grade, and 70% in the third grade, with an overall rate of 66%. Statistically significant differences were found across grade levels in favor of the third grade (χ² = 18.72, p = 0.001). A significant negative correlation was detected between positive humor and electronic addiction (r = −0.42, p < 0.001), and differences in positive humor were statistically significant across grades (F = 12.45, p < 0.001). The study concluded that electronic addiction increases with academic progression, whereas positive humor serves as a protective psychological factor that enhances students' coping and social adjustment, supporting its integration into school counseling and preventive programs.