The aim of this study was to holistically examine the multiple relationships and mediating roles between digital addiction level and digital risk-taking, cognitive flexibility, emotion regulation, and appropriate use of digital technologies among university students. A total of 2210 students from 44 different universities voluntarily participated in the study. The data were collected in 3 different phases and sequentially. The students who participated in each phase were different from each other. Since the subject and scope of the research is digital addiction and digital risks, data were collected both digitally and face-to-face with a hybrid method. Data were analyzed using Process Macro Plugin and Structural Equation Modeling (SEM) methods. Indirect effect analyses show that cognitive flexibility and emotion regulation variables play a mediating role in the relationship between digital risk taking and digital addiction. In addition, it was determined that the mediation test for the correct use scale in the hypothesis model did not yield significant results. As a result of this research, it was revealed that there is a relationship between digital addiction levels of university students who take digital risks and when all variables are included in the analysis holistically, cognitive flexibility and emotion regulation variables play a mediating role. All these data were synthesized, research reports were discussed, and recommendations were structured for parents, researchers, educators, instructional designers, educational policy makers, and practice to consider cognitive flexibility and emotion regulation skills in the process of coping with factors that cause behavioral consequences.