Cihangir KAÇMAZ, Birgül CUMURCU
İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksek Okulu Dergisi - 2026;14(1):72-88
This study aimed to examine the effects of middle school students' levels of digital addiction on emotional and behavioral problems, and loneliness. A sequential explanatory design was employed with 1313 students who completed the Digital Addiction Scale for Children, the Strengths and Difficulties Questionnaire, and the Children's Loneliness Scale. Seventeen students also participated in semi-structured interviews. Pearson correlation and linear regression analyses were used for quantitative data, while content analysis was applied to qualitative data. The introverted and interpersonal dimensions of digital addiction were significant predictors of emotional distress, conduct problems, hyperactivity, interpersonal problems, prosocial behavior, and loneliness. Emotional and behavioral problems also significantly predicted loneliness. The qualitative findings revealed themes such as time spent with digital devices, coping strategies, positive and negative effects of digital device use, and the impact of digital deprivation. Overall, interpersonal and intrapersonal relations were found to increase emotional and behavioral difficulties. Interpersonal relations positively predicted peer problems and loneliness but negatively predicted prosocial behavior, while intrapersonal relations did not predict peer problems, conduct issues, or loneliness. Emotional symptoms, conduct problems, and peer problems increased loneliness, while prosocial behavior decreased it.
