Abstract
Digital game addiction and problematic internet use have emerged as significant issues, attracting growing attention from educators, psychologists, and policymakers. This study aimed to examine the mediating role of emotional regulation self-efficacy and the moderating role of problematic internet use in the effect of digital game addiction on academic motivation in Turkish adolescents. A correlational research method was utilized to address research questions. A total of 1156 high school students voluntarily participated in the study. Self-report questionnaires (the Short Academic Motivation Scale, Digital Game Addiction Scale, Regulatory Emotional Self-Efficacy Scale and Young's Internet Addiction Scale Short Form) were used to collect data in 2024. In the analysis of the data, Pearson Product Moment Correlation Coefficient, mediator and moderator analyses were conducted using statistical software. The analysis provided evidence of the negative effect of digital game addiction on academic motivation. Additionally, emotional regulation self-efficacy was found to partly mediate the relationship between digital game addiction and academic motivation. Furthermore, problematic internet use moderated the relationship between digital game addiction and academic motivation in adolescents. The results suggested enhancing adolescents' emotional regulation self-efficacy and reducing problematic internet use are crucial steps towards mitigating the negative effects of digital game addiction on academic motivation.