Relationship between passion for playing video games and behavioral school engagement: Mediation through time spent playing

Abstract

The aim of this study was to examine the relationship of harmonious and obsessive passion for playing video games with behavioral school engagement, and to determine whether these two types of passion are indirectly related to behavioral school engagement through time spent playing video games. Data for this correlational, on-line study were collected from a convenience quota sample of 568 high-school students (55.5% boys) between 14 and 19 years old (M = 15.89; SD = 1.16). Participants self-reported their passion for playing video games, the amount of time they spent playing video games, and their behavioral school engagement. Path analysis showed that both harmonious and obsessive passion exerted direct effects on behavioral school engagement, as well as indirect effects through time spent playing video games. Higher harmonious passion was directly related to higher school engagement, but it was also indirectly related to lower school engagement because of its association with more time spent playing video games. In contrast, higher obsessive passion was related to lower school engagement both directly as well as indirectly through its association with more time spent playing. The results are discussed in the context of the dualistic model of passion.

Adicción a videojuegos y procrastinación académica en la unidad educativa comunitaria intercultural bilingüe EMAUS

“…Lotar Rihtarić et al (2022) relacionaron significativamente (p<0,05) al tiempo de dedicación a los videojuegos con el compromiso académico de los adolescentes estudiados, resultando inversamente proporcional y con intensidad débil (r=-0,12).…”

Structural Relationships between Learning Emotion and Knowledge Organization and Management Processes in Distance Learning Environments: “An Applied Study”

“…Examination of previous studies and research related to the emotion of learning and its effects on the organization and management of knowledge in distance learning environments [5,[32][33][34]36,38,48].…”

“…Additionally, the study indicated that self-regulation played a more comprehensive role in explaining the interplay between emotion and well-being [ 32 ]. Similarly, Rihtarić, et al [ 33 ] conducted a study to investigate the connection between harmonious and obsessive cravings for video games, school behavioral interaction, and their indirect relationship with school engagement through gaming time. Utilizing the binary emotion model, their pathway analysis unveiled direct effects of both harmonious and obsessive cravings on school behavioral reactivity, along with indirect effects through time spent playing video games.…”

“…The results indicated that higher harmonious passion was linked both directly and indirectly to greater school engagement, albeit with some negative influence due to increased gaming time. Conversely, higher levels of obsessive passion were associated with reduced school involvement directly and indirectly due to prolonged gaming [ 33 ].…”