The Relationship Between Digital Game Addiction and Family Adjustment Among Eighth-Grade Middle School Students

This study aims to examine the relationships between digital game addiction, parenting attitudes, and family adjustment among eighth-grade students. The sample of this correlational survey research consists of 400 eighth-grade students from a secondary school in Samsun. Data were collected using a Personal Information Form, the Digital Game Addiction Scale for Children, and the Turkish version of the Parenting and Family Adjustment Scale (PAFAS). Data analysis employed descriptive statistics, Pearson correlation coefficient, and independent samples t-test. 40% of students use technology for 5–6 hours daily. Strong positive correlations were found between digital game addiction scores and the Family Adjustment subscale of PAFAS (r=0.338–0.912). Students using technology for more than 4 hours daily had significantly higher addiction scores than those using it less (Cohen's d > 2.38). The same group also showed higher means in family dysfunction scores (Cohen's d > 1.91). Children with close friends from digital environments had significantly higher scores in both addiction and family dysfunction compared to those without (Cohen's d > 3.73). The research indicates that family adjustment and parenting attitudes are significant determinants of digital game addiction. While prolonged technology use and digital friendships increase risk, healthy family functioning plays a protective role. The findings emphasize that intervention programs should include family-based components and technology use limits. The importance of school-family collaboration and preventive guidance services is highlighted.