The relationship between mıddle school students' digital game addictions, digital game playing motivation, and academic procrastination behavior

The aim of this study is to examine the relationship between digital game addiction, digital game playing motivation, and academic procrastination behavior among middle school students. The study was conducted with 619 middle school students continuing their education in a district in Turkey during the 2024-2025 academic year. The relational survey model, one of the quantitative research methods, was used in the study. Data were collected using a personal information form, the digital game addiction scale, the digital game playing motivation scale, and the academic procrastination scale. The data obtained within the scope of the research were analyzed using the SPSS software. According to the research findings, the average digital game addiction score of the students falls within the risky group range. In particular, male students and those in the 7th grade exhibit higher levels of addiction. Residential area, internet connection status, type of games played, and preference for online games have significant effects on digital game addiction. Students who play shooter, fighting, and sports/racing games have higher addiction scores. On the other hand, variables such as the number of siblings and socioeconomic status were found to have no significant effect on addiction. Moderate, positive, and statistically significant relationships were identified between digital game addiction and digital game playing motivation as well as academic procrastination behavior. As digital game addiction increases, both motivation levels and academic procrastination behavior also increase.