The Effect of Smartphone Addiction on Emotion Regulation and Problem Solving in University Students

Objective: This study aims to investigate the impact of smartphone addiction risk on emotional dysregulation and problem-solving in university students. Methods: This descriptive-correlational study included 354 students in the university. Data were collected using the information form, Smartphone Addiction Scale-short form (SAS), Problem Solving Inventory (PSI), and Difficulties in Emotion Regulation Scale-brief form (DERS-16). Frequency, percentage, mean, Pearson correlation and linear regression, independent groups t-test, one-way analysis of variance (ANOVA) and post hoc (Tukey, LSD) were used in data analysis. Results: The mean scores of the students were 36.40±12.71, 99.52±24.12, and 25.69±14.14 for SAS, PSI, and DERS-16, respectively. In the linear regression analysis performed to determine the cause-and-effect relationship between SAS and PSI and DERS-16, those at risk of smartphone addiction increased the level of decrease in problem solving skills (ß=0.331) and difficulties in emotion regulation skills (ß=0.172). In our study, an increased risk of smartphone addiction was found to cause a decrease in emotion regulation difficulties and problem-solving skills. Conclusion: This result reveals the problems caused by the risk of smartphone addiction in action plans for combating addiction and provides important data for reducing this risk. It is recommended that courses related to smartphone addiction should be added to the course curricula.