The Moderating Effect of Social Emotional Learning Skills Between Differentiation of Self and Technology Addiction in Adolescents

The aim of this study is to examine the moderating effect of social emotional learning skills between differentiation of self and technology addiction in adolescents. The research was conducted with high school students in a city center in Central Anatolia in the 2022–2023 academic year. A total of 608 high school students, 404 girls and 204 boys, participated in the research. The average age of the participants is 15.5. Differentiation of Self, Technology Addiction, and Social Emotional Learning Skills Scale were used as measurement tools. Pearson correlation coefficient and regression analyses were used to analyze the data obtained. The Process Macro (model-1) was used to determine the moderation effect in data analysis. As a result of the correlation analysis, it was seen that there was a significant relationship between differentiation of self, social emotional learning skills and technology addiction in adolescents. According to the moderator analysis results, it was seen that self-differentiation in adolescents predicted technology addiction and social emotional learning skills had a moderating effect between self-differentiation and technology addiction in adolescents.

Cite this article as: Liman, B., & Kılıçarslan, S. (2025). The moderating effect of social emotional learning skills between differentiation of self and technology addiction in adolescents. Addicta: The Turkish Journal on Addictions, 12(2), 205-211.