The Relationship Between the Digital Game Dependence and Violence Tendency Levels of High School Students

Abstract

The aim of this study is to investigate the relationship between digital game dependence levels and violence tendency levels of high school students. In the present research, relational survey model has been used. The population of the study consists of 9th, 10th, 11th grade students in the high schools in Battalgazi and Yeşilyurt districts of Malatya in the spring term of 2018-2019 academic year. Simple random sampling method has been used for our sample selection. Digital Game Addiction Scale (DGAS-7) was used to determine the level of digital game addiction, and Violence Tendency Scale (VRS) was used to determine the levels of violence tendency. DGAS-7 was developed by Lemmens et al. (2009). To determine the problematic digital game behaviors of adolescents between the ages of 12-18. It has been developed by Haskan and Yıldırım to measure the tendency of violence among adolescents.
 
 According to the results obtained in our research; according to the monotetic format, 4.6% of the students participating in the research were addicted to digital games, while 95.4% were not dependent. According to the polythetic format, while 21.7% is addicted to digital games, 78.3% is not addicted. There was a statistically significant difference between female and male students in terms of digital game addiction and violence tendency in favor of female students. There was also a significant difference between the levels of digital game addiction and violence tendency according to mobile phone ownership. This difference is in favor of students who do not have mobile phones. There has been a statistically significant difference between the levels of digital game addiction in favor of the students who do not have mobile internet connection, but no significant difference has been found between the levels of violence tendency. There has been a statistically significant difference between non-dependent students in terms of violent tendency levels in terms of digital game addiction in monotetic and polythetic format. The level of violence tendency of non-dependent students is lower than that of dependent students. There has been a statistically significant difference between digital game addiction levels and violence tendency levels according to the duration of digital game play. This difference is in favor of students who play less time in a day. There has been a positive and moderate relationship between digital game addiction levels and violence tendency levels.

Internet addiction, insomnia, and violence tendency in adolescents

“…In our study, it was determined that internet addiction scores did not differ according to gender. In our study, it is seen that the mean scores of male adolescents’ tendency to violence were higher than female adolescents in accordance with the literature (Göldağ, 2020; Kılıçarslan & Parmaksız, 2020). This situation can be interpreted as a tendency toward violence due to the rebellious behaviors inherent in adolescence, but women suppress these behaviors due to social attitudes.…”

Digital risks and adolescents: The relationships between digital game addiction, emotional eating, and aggression

“…Obese children consume excessive food for negative emotional reasons (Sánchez et al 2016). Children and adolescents who play violent computer games are more likely to engage in aggressive behaviours (Copenhaver & Ferguson 2018) (Göldag 2020;Sari & Camadan 2016), reduced positive social behaviours (Greitemeyer & Mügge 2014), increased hostile feelings (Brockmyer 2014;Miles-Novelo & Anderson 2020), and desensitization to violence (Brockmyer 2014).…”

“…2016), emotional eating (Kafali et al . 2020), aggression (Demirtaş Madran & Ferligül Çakılcı 2014), violent tendencies (Göldag 2020; Sari & Camadan 2016), reduced positive social behaviours (Greitemeyer & Mügge 2014), increased hostile feelings (Brockmyer 2014; Miles‐Novelo & Anderson 2020), and desensitization to violence (Brockmyer 2014).…”

Examining the relationship between teachers’ lifelong learning tendencies and digital literacy levels

“…While there are many studies in the literature examining the digital literacy levels of teacher candidates, there are a very limited number of studies examining teachers' digital literacy levels. Similarly, digital literacy levels of teacher candidates (Akgün & Akgün, 2020;Bay, 2021;Bayrakcı & Narmanlıoğlu, 2021;Göldağ, 2021;Kara, 2021;Uyar, 2021) and digital literacy levels of teachers (Aksoy, et al 2021;Arslan, 2019). ) were found to be high.…”

“…When the literature is reviewed, it is seen that the levels of lifelong learning mainly according to the demographic data of the participants, what level of competence they have for lifelong learning or the relationship between their lifelong learning tendency and professional self-efficacy are examined. As for digital literacy, it is possible to find studies that digital literacy levels of parents, teachers and students are examined (Acar, 2015;Ata & Yıldırım, 2019;Bay, 2021;Fallon, 2020;Göldağ, 2021;Hamutoğlu et al, 2020;Öçal, 2017) and platforms enabling teachers to develop their digital literacy skills are tried (Anisimova, 2020). Besides, there are mostly studies examining the relationship between the digital literacy and lifelong learning levels of teacher candidates (Akgün & Akgün, 2020;Bay, 2021;Uyar, 2021;Özoğlu & Kaya, 2021).…”