Relation between Video Game Addiction and Interfamily Relationships on Primary School Students

Abstract

This study seeks to analyze whether or not the following three variables of "Discouraging Family Relations," "Supportive Family Relations," "Total Time Spent on the Computer," and "Grade Point Average (GPA)" predict elementary school students' video game addiction rates, and whether or not there exists a meaningful difference in students' video game addiction rates based on gender or on parents' levels of education. Being a descriptive survey model, the study group consists of 396 4th and 6th grade primary school students. The following scales, prepared by the researchers, were used to gather data for this study: The Scale of Game Addiction for Children (SGAC), The Family Relationship Scale for Children (FRSC), and the Personal Information Form (PIF). The data gathered from the study were analyzed by using stepwise regression, one-way variance analysis, and independent sample t-test in SPSS. According to the findings of the study, while the variables "Discouraging Family Relations," "Time Spent on the Computer," and "GPA" predict 4th and 5th grade students' video game addiction rates in a meaningful way, the variable "Supportive Family Relations" does not. Moreover, it was seen that male students' video game addiction rates were higher than those of female students. The results of a oneway variance analysis show that there is no meaningful difference in students' video game addiction rates based on parents' levels of education. The findings were discussed under the light of the literature and suggestions and limitations discussed.

Problem gaming-related harm experienced by partners and parents of individuals with gaming problems and their help-seeking experiences

“…Many parents with a child who they rated as meeting the gaming disorder criteria endorsed the statement that they felt “like a failure”. These results show that excessive gaming can affect the quality of the parent-child relationship, consistent with previous studies ( Charlie et al., 2011 ; Demirtas-Zorbaz, Ulas, & Kizildag, 2015 ; Kwon et al., 2011 ; Rikkers et al., 2016 ; Wang et al., 2014 ). The results also suggest that there may be gaming-specific issues that generate relational conflict, including: complex negative emotions (anger, shame, frustration, hopelessness) stemming from difficulties in managing the child's gaming and feeling personal responsibility.…”

Effects of Parenting Behaviors and Children’s Happiness on Media Device Addiction

“…A. Jang & Park, 2007;Kang, 2008), (S. Kim, Cheon, Cho, Kim, & Jin, 2018), (Zorbaz, Ulas, & Kizildag, 2015), (Y. H. Kim & Chong, 2005), Hong & Lee, 2005;H.-J. Kim, 2004).…”

Problematic Gaming and Students’ Academic Performance: A Systematic Review

“…With regard to the geographic characteristics, the data of the included studies were collected from 18 countries. Seven studies were from Türkiye (Ciris et al, 2022;Durak et al, 2022;Ekşi et al, 2020;Polat & Topal, 2022;Sahin et al, 2016;Toker & Baturay, 2016;Zorbaz the temporal link and causality cannot be determined due to using a cross-sectional design; Sampling bias due to a non-probability sampling method (convenience) and the majority of the sample was male; GPA was self-reported.…”