Epilepsy constitutes one of the most common neurological diseases, affecting more than 50 million people worldwide, 22 million of whom are adolescents (Olusanya et al., 2020; WHO, 2019). Studies have reported that 80% of epilepsy patients live in low- and middle-income countries. This situation makes epilepsy a global problem in developing countries like ours (Beghi et al., 2019; Camfield and Camfield, 2015; WHO, 2019). Especially in these countries, deficiencies in the diagnosis, treatment, and care of epilepsy prevent patients from realizing their potential (WHO, 2022).

In addition to the incremental burden imposed by epilepsy, adolescents bear physical and psychosocial responsibilities comparable to those of their peers (Hanghøj and Boisen, 2014; Michaud et al., 2007). Nevertheless, they are confronted with numerous complex tasks that must be integrated into their daily routines, such as disease-specific symptom monitoring, adherence to medication regimens, implementing lifestyle modifications, and attending regular medical check-ups (Hanghøj and Boisen, 2014). In this context, enhancing adolescents' self-efficacy, avoiding seizure triggers, assuming responsibility for the treatment process, and regularly monitoring symptoms are of paramount importance for effective disease management (Corrigan et al., 2016; Goh et al., 2024). Among these factors supporting effective disease management, the adolescents' level of knowledge regarding epilepsy also plays a critical role (Austin et al., 2006).

Literature highlights that children and adolescents with epilepsy have high information needs, and that insufficiency of knowledge regarding the disease reduces treatment adherence while increasing negative attitudes toward the disease and seizure frequency (Agarwal et al., 2014; Harden et al., 2016; Lang et al., 2023; Luedke et al., 2019; Modi et al., 2011, Modi et al., 2016; Saengow et al., 2018; Shore et al., 2009; Wagner et al., 2011). Thus, attitudes toward the disease are a determining factor in adolescents' processes of managing and adapting to the condition. Furthermore, studies indicate that the convergence of the developmental characteristics of adolescence with the limitations caused by epilepsy and seizures, physical symptoms, and experiences related to the treatment process reinforces the tendency of adolescents to develop negative attitudes toward the disease (Austin et al., 2006; Heimlich et al., 2000; Ramsey et al., 2016).

Children and adolescents with epilepsy encounter numerous social challenges due to deficits in social communication skills and low levels of social adjustment (Aburahma et al., 2021; Hoare et al., 2000; van den Berg et al., 2021). This circumstance further underscores the importance of social support in coping with and effectively managing the illness (Austin et al., 2002a; Elliott et al., 2005). Research indicates that adolescents who are negatively affected in cognitive, social, and psychological domains experience greater difficulty in managing the disease and seizures (Austin et al., 1994; Heimlich et al., 2000). An adolescent's belief in their ability to cope effectively with seizures is defined as ‘seizure self-efficacy’ (Tutar Güven and Işler, 2015). Studies demonstrate that seizure self-efficacy is influenced by psychological and psychosocial problems, attitudes toward the disease, levels of knowledge, and social support (Aliasgharpour et al., 2013; Kuramochi et al., 2020; Tutar Güven et al., 2020).

The primary objective of epilepsy disease management is to facilitate the necessary behavioral changes to bring seizures under control successfully (Austin et al., 1994; Chang et al., 2014; Chinsuwan et al., 2024; Heimlich et al., 2000). Studies demonstrate that disease-oriented educational programs are effective in enhancing adolescents' disease management skills; consequently, these programs lead to better seizure control, increased social and academic achievement, strengthened knowledge, treatment adherence, increased seizure self-efficacy, and a reduction in psychosocial problems (Austin et al., 2002b; Chang et al., 2014; Chinsuwan et al., 2024; Fong et al., 2019; Frizzell et al., 2011; Pfäfflin et al., 2012; Turan and Yangöz, 2023).

The literature reports that educational interventions employed in disease management are effective in planning individualized, systematic, and holistic care, as well as in facilitating behavioral change (Chang et al., 2014; Fisher et al., 1994; Xu and Wang, 2023; Zuhur and Özpancar, 2017). One model targeting behavioral change in disease management is the Information-Motivation-Behavioral Skills (IMB) Model (Fisher et al., 1994). The IMB model is widely preferred due to its strong theoretical structure and clear definition of behavioral change components (Chang et al., 2014). This model aims to encourage behavior change by addressing knowledge, motivation, and behavioral skills in individuals. The model posits that a well-informed individual will possess the necessary behavioral skills to achieve the desired behavioral change only when they are motivated to act effectively (Fisher et al., 1994; Winning et al., 2023; Xu and Wang, 2023). The literature demonstrates that the IMB model positively influences individuals' behaviors in the management of chronic diseases such as heart failure (Zarani et al., 2010), sexually transmitted diseases (Bahrami and Zarani, 2015), and diabetes (Bakır et al., 2021), as well as in the development of healthy eating habits (Chang et al., 2014; Fleary et al., 2020; Xu and Wang, 2023). Furthermore, it is emphasized that educational programs conducted according to this model have beneficial and applicable effects on health behaviors by increasing the level of knowledge about the disease among individuals with chronic diseases, positively changing their attitude toward medication and the disease, increasing their confidence in treatment and compliance with the disease, and providing a solid theoretical framework (Bahrami and Zarani, 2015; Bakır et al., 2021; Chang et al., 2014; Fleary et al., 2020; Xu and Wang, 2023; Zarani et al., 2010). The explanatory and practical nature of the model stems from the combination of the strengths of social and health psychology theories such as the Health Belief Model, Transtheoretical Model, AIDS Risk Reduction Model, Theory of Reasoned Action, Theory of Planned Behavior, and Social Cognitive Theory. Another strength is its simplicity and ease of application, as it consists of only three components (Fisher et al., 2003; Sharma, 2012). In this study, the aim was to determine the effect of an education program developed using the IMB model on adolescents with epilepsy's knowledge levels, attitudes toward the disease, perceived social support, and seizure self-efficacy.

H1

Education provided based on the IMB model has a positive effect on the knowledge scores (H1a), attitude scores toward the disease (H1b), perceived social support scores (H1c), and seizure self-efficacy scores (H1d) of adolescents with epilepsy.