Investigation of the Effects of Problematic Technology Use on Psychosocial Conditions and Executive Functions in Early Childhood

Cyprus Turkish Journal of Psychiatry & Psychology Vol.8 Issue.1

Doi:10.35365/ctjpp.26.1.03

RESEARCH ARTICLE / ARAŞTIRMA YAZISI

Investigation of the Effects of Problematic Technology Use on Psychosocial Conditions and Executive Functions in Early Childhood

Problemli Teknoloji Kullanımının Erken Çocuklukta Psikososyal Durum ve Yürütücü İşlevler Üzerindeki Etkilerinin İncelenmesi

Alperen Avcı¹  , İsa Kaya² 

Abstract:

This study investigated the effects of problematic technology use on psychosocial status and executive functions in early childhood. Using a relational survey model, the sample comprised 225 preschool children aged 36–71 months. Data were collected through three validated instruments: the Problematic Technology Use Scale, the Psychosocial Status Assessment Scale for 3–6-Year-Old Children, and the Executive Functions Behavioural Assessment Inventory. Statistical analyses included Pearson correlation and hierarchical multiple regression. Results indicated that higher levels of problematic technology use were significantly associated with psychosocial difficulties and lower executive functioning. Specifically, problematic use positively predicted psychosocial risks and negatively predicted working memory and inhibitory control. Regression analyses demonstrated that problematic use explained 39% of the variance in psychosocial outcomes and 34% in executive functions; when age and gender were added, explained variance rose to 48% and 42%, respectively. These findings underline that digital use in early childhood should not be regarded solely as a behavioural habit, but rather as a substantial environmental factor shaping cognitive and emotional development. The strong association between the developmental impact dimension and executive dysfunction emphasises that not only the amount of screen exposure but also the quality, purpose, and context of digital content play a decisive role. These results are consistent with theoretical models such as I-PACE, which conceptualise a cyclical interaction between inhibitory control and digital overuse. The study highlights the necessity of parental mediation and comprehensive digital literacy programmes to promote healthy developmental pathways in early childhood.

Keywords: Early Childhood, Problematic Technology, Psychosocial Status, Executive Function.

¹Muş Alparslan University, Malazgirt Vocational School, Muş, Türkiye.

²Fatih Sultan Mehmet Vakıf University, Faculty of Education, Istanbul, Türkiye.

Address of Correspondence/Yazışma Adresi: Alperen Avcı, Muş Alparslan University, Malazgirt Vocational School, Muş, Türkiye, [email protected].

Date of Received/Geliş Tarihi: 30.05.2025, Date of Revision/Düzeltme Tarihi: 05.08.2025, Date of Acceptance/Kabul Tarihi:18.08.2025, Date of Online Publication/Çevirimiçi Yayın Tarihi: 25.03.2026

Citing/Referans Gösterimi: Avcı, A. & Kaya, İ. (2026). Investigation of the Effects of Problematic Technology Use on Psychosocial Conditions and Executive Functions in Early Childhood. Cyprus Turkish Journal of Psychiatry & Psychology, 8(1), 19-27, Doi:10.35365/ctjpp.26.1.03

© 2026 The Author(s). Published by Cyprus Mental Health Institute / Cyprus Turkish Journal of Psychiatry and Psychology (www.ktppdergisi.com). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 license which permits use, sharing, adaptation, distribution and reproduction in any medium or format, provided the original work is properly cited and is not used for commercial purposes. https://creativecommons.org/licenses/by-nc-sa/4.0/