Digital Gadget Use and Children’s Social-Emotional Development: A Psychological Study in Elementary School Contexts

Tazkiah Asfhia; Cut Afrina; Imam Nururi

doi:10.52640/jurasic.341

Authors

Tazkiah Asfhia Nahdlatul Ulama University of Indonesia (UNUSIA), Jakarta, Indonesia. Author
Cut Afrina Mahmud Yunus State Islamic University of Batusangkar, West Sumatra, Indonesia. Author
Imam Nururi Yogyakarta State Islamic University, Yogyakarta, Indonesia. Author

DOI:

https://doi.org/10.52640/jurasic.341

Keywords:

Digital Gadget Use; Social-Emotional Development; Elementary School Children; Child Psychology; Social Competence

Abstract

Digital gadget use is embedded in children’s learning and everyday relationships, but its association with social-emotional development requires attention to context and measurement. This study examined that association among 120 students in Grades IV–VI in Batusangkar, Tanah Datar Regency, West Sumatra, Indonesia. A quantitative cross-sectional correlational design used structured five-point Likert questionnaires and descriptive statistics, Pearson correlation, and simple linear regression. Mean gadget-use and social-emotional scores were 65.47 (SD=9.84) and 78.32 (SD=8.17), respectively. The reported correlation was negative, r=-.364, p<.001; an approximate 95% confidence interval calculated from the reported correlation was -.510 to .-198. The association does not establish causality, problematic use, or a universal exposure threshold. Findings support further investigation of content, purpose, family mediation, and opportunities for interpersonal interaction, alongside context-sensitive school family support.