Los menores dedican una media de 1.3 horas diarias a los videojuegos y la prevalencia de juego problemático oscila entre el 2% y el 8%. Altos niveles de intensidad y frecuencia de juego, están asociados a un menor rendimiento escolar. El domicilio es el lugar preferido de juego, y por ello el control parental es decisivo. Objetivo: Analizar los patrones de juego e identificar relaciones significativas entre el control parental y el rendimiento académico. Material y método: Participantes: 610 estudiantes de ESO, con una media de edad de 13.84 años (DT=1.27) y rango 12-16 años. Para analizar frecuencia, intensidad de juego, rendimiento académico y control parental se elaboraron escalas ad hoc. Resultados: Menores cuyos padres controlan el tiempo de juego y se interesan por los contenidos de forma continua, juegan significativamente menos días, menos horas y con contenidos ajustados a su edad. Aquellos con control parental discontinuo (“a veces”), aumentan la frecuencia e intensidad de juego, así como la proporción de contenidos no ajustados, y no se diferencian de los sin control parental. Además, un mayor número de horas de juego se relaciona con un menor rendimiento académico. Discusión/ conclusiones: Se avanza en la definición de la conducta problemática de juego. Los resultados indican que para que el control parental resulte efectivo éste debe ser continuo y consistente.
Children spend an average of 1.3 hours per day on video game and problematic video gaming prevalence is set between 2% and 8%. High levels of intensity and frequency of video gaming are associated with lower school achievement. Home is the most preferred place to play. Therefore parental monitoring is crucial. Objective: To analyse gaming patterns and to identify significant relationships between parental monitoring and academic performance. Method: Participants: 610 students of Secondary Education mean age 13.84 years (SD=1.27; range 12-16). Ad hoc scales were developed to analyse gaming frequency and intensity, school performance and parental monitoring. Results: Children, whose parents control gaming time and show interest in the contents continuously, play significantly fewer days, fewer hours and with adjusted contents to their age. Those with discontinuous parental control ("sometimes"), show a higher gaming frequency and intensity, and the proportion of unadjusted content, and do not differ from those without parental control. In addition, a greater number of hours of play are related to lower academic achievement. Discussion/ conclusions: This work helps in defining gambling problem behaviour. Results indicate that parental control is effective, on condition that it must be continuous and consistent.
Children spend an average of 1.3 hours per day on video game and problematic video gaming prevalence is set between 2% and 8%. High levels of intensity and frequency of video gaming are associated with lower school achievement. Home is the most preferred place to play. Therefore parental monitoring is crucial. Objective: To analyse gaming patterns and to identify significant relationships between parental monitoring and academic performance. Method: Participants: 610 students of Secondary Education mean age 13.84 years (SD=1.27; range 12-16). Ad hoc scales were developed to analyse gaming frequency and intensity, school performance and parental monitoring. Results: Children, whose parents control gaming time and show interest in the contents continuously, play significantly fewer days, fewer hours and with adjusted contents to their age. Those with discontinuous parental control ("sometimes"), show a higher gaming frequency and intensity, and the proportion of unadjusted content, and do not differ from those without parental control. In addition, a greater number of hours of play are related to lower academic achievement. Discussion/ conclusions: This work helps in defining gambling problem behaviour. Results indicate that parental control is effective, on condition that it must be continuous and consistent.
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