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<p>This study aims to examine the relationships between digital game addiction (DGA), happiness, loneliness, and social anxiety among university students, to test whether happiness affects DGA both directly and indirectly through the mediating roles of loneliness and social anxiety, and to determine whether these psychosocial variables differ by demographic characteristics. The study is a quantitative, descriptive, and cross-sectional study conducted with 4548 students reached through a convenience sampling method from universities across Turkiye between 4 December 2024 and 28 January 2025. Data were collected online through the DGA, Loneliness, Happiness, and Social Anxiety Scales. In the data analysis, non-parametric methods were employed. Spearman’s rho was used to examine the relationships between variables, while Mann–Whitney <i>U</i> and Kruskal–Wallis <i>H</i> tests were applied for comparing two groups and multiple groups, respectively. The results indicated that happiness was negatively associated with DGA, both directly and indirectly through loneliness and social anxiety. Happiness was also negatively associated with loneliness and social anxiety. Moreover, loneliness and social anxiety were positively associated with DGA. Loneliness emerged as the stronger mediator in the relationship between happiness and DGA, indicating that the indirect effect of happiness on DGA operated more powerfully through loneliness than through social anxiety. The results show that as happiness increases, digital game addiction decreases. This effect occurs both directly and indirectly through the reduction of loneliness and social anxiety. Thus, happiness functions as a protective factor against DGA. Therefore, universities are recommended to adopt comprehensive, holistic, and sustainable strategies that reduce loneliness and social anxiety while enhancing students’ happiness by supporting their basic psychological needs. Such initiatives should also integrate awareness-based prevention with psychosocial support and foster belonging and the development of meaningful social relationships.</p>

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Lonely, Anxious, and Unhappy: The Psychosocial Toll of Digital Game Addiction in University Students

  • 期刊论文

  • 发表日期：

    2025年11月7日

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  • Fatmanur Kaya,
  • Şahin Bayzan,
  • Aslı Zeynep Başabak Bhais,
  • Abdulkerim Gün

摘要

This study aims to examine the relationships between digital game addiction (DGA), happiness, loneliness, and social anxiety among university students, to test whether happiness affects DGA both directly and indirectly through the mediating roles of loneliness and social anxiety, and to determine whether these psychosocial variables differ by demographic characteristics. The study is a quantitative, descriptive, and cross-sectional study conducted with 4548 students reached through a convenience sampling method from universities across Turkiye between 4 December 2024 and 28 January 2025. Data were collected online through the DGA, Loneliness, Happiness, and Social Anxiety Scales. In the data analysis, non-parametric methods were employed. Spearman’s rho was used to examine the relationships between variables, while Mann–Whitney U and Kruskal–Wallis H tests were applied for comparing two groups and multiple groups, respectively. The results indicated that happiness was negatively associated with DGA, both directly and indirectly through loneliness and social anxiety. Happiness was also negatively associated with loneliness and social anxiety. Moreover, loneliness and social anxiety were positively associated with DGA. Loneliness emerged as the stronger mediator in the relationship between happiness and DGA, indicating that the indirect effect of happiness on DGA operated more powerfully through loneliness than through social anxiety. The results show that as happiness increases, digital game addiction decreases. This effect occurs both directly and indirectly through the reduction of loneliness and social anxiety. Thus, happiness functions as a protective factor against DGA. Therefore, universities are recommended to adopt comprehensive, holistic, and sustainable strategies that reduce loneliness and social anxiety while enhancing students’ happiness by supporting their basic psychological needs. Such initiatives should also integrate awareness-based prevention with psychosocial support and foster belonging and the development of meaningful social relationships.