The Intensity of Playing Online Games as a Predictor of Emotional Regulation in Elementary School Students in the Context of the Digital Era

Abstract

The rapid development of digital technology has significantly influenced children's daily activities, including the increasing intensity of playing online games among elementary school students. This study aims to analyze the intensity of online gaming and its relationship with emotional regulation among elementary school students. This research employed a quantitative approach using a survey method. The sample consisted of 17 elementary school students selected through purposive sampling. The research instrument used a Likert-scale questionnaire consisting of 10 items for each variable. Data analysis was conducted descriptively by calculating the mean scores and percentages. The results show that the average score of online gaming intensity among students is 26.6 or 66.5% of the maximum score, which falls into the high category. Meanwhile, the students’ emotional regulation ability is in the moderate category with an average score of 25.3 or 63.3%. These findings indicate a tendency that higher intensity of online gaming is associated with lower emotional regulation ability among students. Therefore, parental and teacher supervision is necessary to regulate children's gaming activities in order to support their emotional development.