This study aimed to examine the relationship between perceived self-regulation skills and digital addiction levels among primary and secondary school students. A quantitative research method was employed using a correlational survey design. The sample consisted of 366 students enrolled in the 4th grade of primary school and the 5th, 6th, 7th, and 8th grades of secondary school during the 2023-2024 academic year. The sample was selected through a simple random sampling method. Data collection instruments included the "Digital Addiction Scale for Children," adapted into Turkish by Domlu (2022), and the "Perceived Self-Regulation Scale," developed by Arslan and Gelişli (2015) to measure perceived self-regulation skills. Data were analyzed using SPSS 26 software, employing descriptive statistics such as arithmetic mean and standard deviation, as well as inferential tests including independent samples t-tests, one-way ANOVA, and Post Hoc LSD tests. In an era where digital addiction is increasingly prevalent, this study revealed that students' self-regulation skills and digital addiction levels significantly differed by gender and grade level. Female students demonstrated significantly higher self-regulation skills, whereas male students had higher digital addiction levels. A significant negative correlation was found between self-regulation and digital addiction. Moreover, self-regulation was identified as a significant predictor of digital addiction, with digital addiction explaining 6% of the total variance in self-regulation skills. Digital addiction poses a serious threat to students' academic performance, social relationships, and psychological well-being. In this context, self-regulation skills are considered a crucial tool for mitigating the adverse effects of digital addiction. Based on these findings, it is recommended that educational programs be implemented to develop children's self-regulation skills from an early age. Furthermore, addressing digital addiction and promoting self-regulation should be approached holistically.

Perceived self-regulation, digital addiction, primary school students