Background <p>The pervasive integration of digital technologies into adolescent daily life raises critical questions about the interplay between core neurocognitive capacities and emotional development. Although both executive function (EF) and emotion regulation (ER) have been independently linked to digital media exposure, few studies have examined how these two constructs are associated within digitally mediated contexts, and fewer still have modeled digital engagement as a contextual moderator rather than a simple predictor.</p> Methods <p>A sample of 368 adolescents aged 12–17 completed behavioral assessments of inhibitory control, working memory, and cognitive flexibility alongside self-report and task-based measures of emotion regulation strategies. Objective screen time data, including application-category breakdowns, were collected over a 14-day monitoring period using device-level tracking applications. Structural equation modeling was employed to test cross-sectional associations between EF and ER, and to examine whether objectively measured digital use intensity moderated these associations in both directions. Exploratory analyses additionally examined whether moderation patterns differed across digital activity categories.</p> Results <p>The structural model revealed significant cross-sectional associations in both directions: stronger EF was associated with greater use of cognitive reappraisal, while effective regulation was positively linked to executive performance; conversely, habitual expressive suppression was associated with diminished EF. Among EF components, inhibitory control showed the strongest association with adaptive regulation. Digital use intensity moderated both directional associations, though the attenuating effect was somewhat more pronounced for the EF–reappraisal link than for the reverse pathway. A threshold pattern emerged, with high-intensity users showing marked declines relative to moderate and low users. Exploratory, unadjusted analyses tentatively suggested that the moderation was concentrated in social media and short-form video use, whereas gaming and educational activities showed weaker or non-significant patterns; these category-specific results are hypothesis-generating rather than confirmatory.</p> Conclusions <p>These cross-sectional findings are consistent with a context-sensitive view in which EF and ER show reciprocal concurrent associations—what we describe here as cross-sectional bidirectional associations rather than temporal feedback—and digital engagement functions as an environmental moderator shaping that coupling. The results suggest that integrated intervention approaches combining executive function training, social-emotional learning, and constructive digital literacy may hold promise. However, given the cross-sectional design, the present findings should be regarded as preliminary evidence for future longitudinal research that can directly evaluate temporal ordering.</p>