Abstract
Problematic internet use has become an increasing concern among university students, as it may negatively affect academic performance, emotional well-being, and social functioning. Understanding the psychological and emotional factors that influence internet use is crucial to developing effective preventive strategies. This study aimed to examine the relationship between resilience and social-emotional competence and problematic internet use among university students. This study was conducted with the participation of 191 students. The students' problematic internet use levels were assessed using the Generalized Problematic Internet Use Scale-2, their resilience levels were assessed using the Connor-Davidson Resilience Scale, and their social-emotional competence levels were assessed using the Social-Emotional Competence Scale. Regression analysis was performed using the elastic net regression model and partial least squares (PLC) model. The general resilience level (p = 0.0015) and its sub-dimensions of tenacity (p = 0.0014), tolerance to negative affect (p = 0.0114), and spirituality (p = 0.0278) were found to be significant predictors of problematic internet use. The general social emotional competence level (p = 0.0115) and adaptability (p = 0.0278) were found to significantly predict problematic internet use. The predictive factors for the social interaction domain of problematic internet use were tenacity (p = 0.04), adaptability (p = 0.02), and expressivity (p = 0.03), while for negative results, they were tolerance to negative events (p = 0.05), spirituality (p = 0.04), and adaptability (p = 0.05). The factors affecting emotional regulation were tenacity (p = 0.03), spirituality (p = 0.03), adaptability (p = 0.03), and expressivity (p = 0.03). Only the spirituality (p = 0.05) and expressivity (p = 0.04) levels predicted insufficient self-regulation. The effects of the resilience and social-emotional competence levels on problematic internet use should not be ignored. In the plans and interventions to be developed, it is of great importance to take measures to improve the level of resilience and social-emotional competence skills.