<![CDATA[Penelitian e-sport remaja umumnya membahas gaming disorder, kesehatan, atau performa secara terpisah; kajian yang menguji perkembangan sosial dan prestasi akademik secara simultan pada komunitas lokal Indonesia masih terbatas. Penelitian ini menganalisis hubungan partisipasi e-sport dengan kedua outcome pada remaja Nagari Kinari, Kabupaten Solok. Desain kuantitatif deskriptif-korelasional potong lintang melibatkan 33 pemain e-sport remaja yang dipilih secara purposif. Data kuesioner Likert dan dokumentasi akademik pendukung dianalisis melalui statistik deskriptif, korelasi Pearson, regresi linear sederhana, dan uji asumsi dengan SPSS. Partisipasi e-sport berhubungan positif dengan skor perkembangan sosial (r = 0,472; 95% CI [0,154, 0,702]; p = 0,006); model regresi signifikan dengan efek sedang (B = 3,036; 95% CI [1,026, 5,046]; R² = 0,234; f² = 0,305; p = 0,004). Asosiasi dengan prestasi akademik tidak signifikan dan berefek kecil (B = 1,286; 95% CI [-1,177, 3,749]; R² = 0,035; f² = 0,036; p = 0,295). Temuan menunjukkan pola domain-spesifik: keterlibatan e-sport lebih erat terkait pengalaman sosial daripada capaian akademik. Karena desain potong lintang dan sampel kecil, hasil tidak mendukung inferensi kausal. Pendampingan keluarga dan sekolah perlu menekankan manajemen waktu, etika komunikasi, tidur, dan aktivitas fisik. Adolescent e-sports research commonly examines gaming disorder, health, or player performance separately; studies simultaneously assessing social development and academic achievement in local Indonesian communities remain limited. This study analyzed the associations of e-sports participation with both outcomes among adolescents in Nagari Kinari, Solok Regency. A quantitative cross-sectional descriptive-correlational design included 33 adolescent e-sports players recruited purposively. Likert-scale questionnaire data and supporting academic documentation were analyzed using descriptive statistics, Pearson correlation, simple linear regression, and assumption tests in SPSS. E-sports participation was positively associated with social development scores (r = 0.472; 95% CI [0.154, 0.702]; p = 0.006); the regression model was significant with a medium effect (B = 3.036; 95% CI [1.026, 5.046]; R² = 0.234; f² = 0.305; p = 0.004). The association with academic achievement was nonsignificant and small (B = 1.286; 95% CI [-1.177, 3.749]; R² = 0.035; f² = 0.036; p = 0.295). The domain-specific pattern suggests that involvement was more closely related to social experiences than academic outcomes. Because of the cross-sectional design and small sample, the results do not support causal inference. Family and school guidance should emphasize time management, communication ethics, sleep, and physical activity.]]>
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