Lost in the game? Investigating the links between digital game addiction, self-regulation, social and life skills in preschoolers

This study examines the relationships between digital game addiction tendencies, self-regulation, social skills, and life skills in preschool children. Grounded in Bronfenbrenner’s Ecological Systems Theory and Vygotsky’s Sociocultural Theory, the research investigates the complex relationships between the variables. Data were collected from parents and teachers of preschool-aged children in Türkiye, utilizing validated measurement tools. Partial least squares structural equation modeling (PLS-SEM) revealed three main patterns. First, digital game addiction tendency was negatively but non-significantly related to self-regulation, showing only a marginal trend (p ≈ .05). Second, social skills were strongly and positively associated with life skills. Third, an unexpected negative association emerged between self-regulation and social skills. Digital game addiction tendency showed no significant direct association with either life skills or social skills. These findings suggest, without implying causation, that social competence in early childhood is more closely linked to adaptive life skills, whereas the role of self-regulation may vary across developmental contexts. The study calls for longitudinal research to clarify these complex, context-dependent relationships and for balanced digital exposure that supports both self-regulation and social interaction.