IMPACT OF SCREEN TIME ON EMOTIONAL REGULATION AND EXECUTIVE FUNCTIONING IN ADOLESCENTS

Abstract

This study aimed to explore the impact of screen time on emotional regulation and executive functioning among adolescents, with a particular focus on the mediating role of emotional regulation. The correlational design was used to collect data from a sample of 241 adolescents, aged 11 to 18 years, across six public and private educational institutions in Lahore, Pakistan. The participants were selected using purposive sampling to ensure a representative sample for analysis. The instruments used included Screen Time-Based Sedentary Behavior Questionnaire, Adolescents’ Emotion Regulation Strategies Questionnaire – Extended (AERSQ-E), and the Executive Skills Questionnaire – Revised (ESQ-R). The data was analyzed using SPSS, applying descriptive statistics, Pearson product-moment correlation, and mediation analysis through Hayes’ Process Macro (Model 4). Contrary to the initial hypothesis, screen time was found to have a weak positive relationship with executive functioning. The positive reorientation, social support, has a positive relationship with executive functioning. However, Creative expression and distraction did not show significant effects.  Mediation analysis revealed that rumination and aggressive outlet negatively mediated this relationship. These findings suggest that while higher screen time is often criticized, it can enhance executive functioning when associated with constructive content and adaptive emotional strategies. The study emphasized the importance of considering the quality and purpose of screen use rather than solely its duration.