<![CDATA[Advancements in information technology have fostered a new culture with its own distinct values and norms, offering adolescents a wider range of social interaction options, such as spending time together. The WHO defines gaming addiction as a pattern of gaming behavior—whether online or offline—characterized by signs such as an inability to control the urge to play, prioritizing gaming over other activities or interests, and persisting in gaming despite being aware of its negative consequences. This study aims to determine whether there is a relationship between gaming duration, self-regulation, gaming frequency, and academic procrastination and online gaming addiction among students at SMA Negeri 1 Meulaboh. The study employs a quantitative method with an analytic observational approach and a cross-sectional design. The sample consists of 221 students selected using purposive sampling. Data were collected via an online questionnaire developed by the researcher based on established operational theories and subjected to validity and reliability testing; the data were subsequently analyzed using Chi-Square and Binary Logistic Regression. The study results indicate that gaming duration (p=0.001; PR=3.424; OR=4.270; Phi=0.239), self-regulation (p=0.018; PR=3.015; OR=3.876; Phi=0.179), gaming frequency (p<0.001; PR=5.714; OR=11.400; Phi=0.304), and academic procrastination (p<0.000; PR=14.286; OR=18.390; Phi=0.342) are significantly associated with online game addiction. Multivariate analysis reveals that academic procrastination is the most dominant factor (Exp(B)=8.246), followed by gaming frequency (Exp(B)=4.297). It can be concluded from this study that behavioral factors are significantly related to online game addiction among students, with academic procrastination being the most dominant variable.]]>
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