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

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. © 2026 The Author(s).