<![CDATA[Mathematical problem-solving skills are an important component of mathematics learning because they require concentration, accuracy, and emotional control. In technology-based learning environments, intensive use of digital devices may lead to digital fatigue, which can reduce students’ focus, while emotional regulation is considered an important factor that helps students maintain cognitive stability during learning. This study aimed to examine the effect of digital fatigue and emotional regulation on students’ mathematical problem-solving skills. The study employed a quantitative approach with a correlational research design. The sample consisted of 34 eleventh-grade students selected using a total sampling technique. Data on digital fatigue and emotional regulation were collected using Likert-scale questionnaires, while mathematical problem-solving skills were measured through descriptive test items. The data were analyzed using multiple linear regression after meeting the required statistical assumptions. The results showed that digital fatigue and emotional regulation did not have a significant effect on students’ mathematical problem-solving skills. The R² value of 0.023 indicates that the two variables explain only 2.3% of the variance in problem-solving skills. This result may be due to the fact that mathematical problem-solving is more strongly influenced by cognitive factors such as conceptual understanding, reasoning ability, and learning strategies rather than psychological fatigue factors alone. Therefore, future research is recommended to include additional variables such as learning motivation, cognitive strategies, and instructional quality. Practically, teachers are encouraged to strengthen conceptual understanding and problem-solving strategies while maintaining students’ psychological well-being in digital learning environments.]]>
