1- azad university
Abstract: (134 Views)
Background and purpose: Computer games, like many new forms of entertainment that have gained widespread popularity, have caused concerns about their possible effects on extreme players. Addiction and dependence on computer games is one of the most important psychological and behavioral effects of using these games. The purpose of the present study was to compare the executive functions and social skills in teenagers addicted to online computer games and non-addicted teenagers.
Method: The type of the current research was of causal-comparative type. The statistical population of this research was all tenth grade students in Yazd city in the academic year 1401-1402. The sample consisted of 200 of these students who were randomly selected in a cluster. In this way, one district was randomly selected from among the educational districts of Yazd city, and then 4 high schools were randomly selected from among the boys' high schools in this district, and the questionnaires were distributed in these schools, and finally 200 students, including 100 students with Symptoms of computer game addiction and 100 independent students were selected based on the scores of the computer game addiction questionnaire (Chang and Wang, 2002). The cut-off point for selecting students addicted to computer games was 53 and above based on the score of the questionnaire. Then social skills questionnaires (Matson, 1983) and the Wisconsin card sorting test were administered. Then the data were analyzed by independent t-test using spss21 software at a significance level of 0.05.
Findings: The number of participants in this research was 200 people, 100 of them were addicted to online computer games and 100 people were not addicted to online computer games. 21 respondents to the questionnaire were engaged in computer games for less than 6 months, 69 between 6 months and 1 year, 70 between 1 and 2 years, and 40 for more than 2 years.The results of the independent t-test showed that there is a significant difference between all the subscales of the Wisconsin card sorting test, namely the number of classes, the perseveration error and the total error in students who are addicted to online games and non-addicted students (p<0.001). In other words, the executive functions of students who are not addicted to internet games are better than those who are addicted. Also, the results of the independent t-test showed that there is a significant difference between the social skills component in the two groups dependent on online games and the non-dependent group. In other words, teenagers who are not addicted to internet games have better social skills than teenagers who are addicted to games
Conclusion: This research showed that teenagers who are not addicted to computer games have better performance than non-addicted teenagers in executive functions and social skills. Experts in this field are advised to pay attention to these matters.
Keywords: executive functions, social skills, addiction to computer games
Method: The type of the current research was of causal-comparative type. The statistical population of this research was all tenth grade students in Yazd city in the academic year 1401-1402. The sample consisted of 200 of these students who were randomly selected in a cluster. In this way, one district was randomly selected from among the educational districts of Yazd city, and then 4 high schools were randomly selected from among the boys' high schools in this district, and the questionnaires were distributed in these schools, and finally 200 students, including 100 students with Symptoms of computer game addiction and 100 independent students were selected based on the scores of the computer game addiction questionnaire (Chang and Wang, 2002). The cut-off point for selecting students addicted to computer games was 53 and above based on the score of the questionnaire. Then social skills questionnaires (Matson, 1983) and the Wisconsin card sorting test were administered. Then the data were analyzed by independent t-test using spss21 software at a significance level of 0.05.
Findings: The number of participants in this research was 200 people, 100 of them were addicted to online computer games and 100 people were not addicted to online computer games. 21 respondents to the questionnaire were engaged in computer games for less than 6 months, 69 between 6 months and 1 year, 70 between 1 and 2 years, and 40 for more than 2 years.The results of the independent t-test showed that there is a significant difference between all the subscales of the Wisconsin card sorting test, namely the number of classes, the perseveration error and the total error in students who are addicted to online games and non-addicted students (p<0.001). In other words, the executive functions of students who are not addicted to internet games are better than those who are addicted. Also, the results of the independent t-test showed that there is a significant difference between the social skills component in the two groups dependent on online games and the non-dependent group. In other words, teenagers who are not addicted to internet games have better social skills than teenagers who are addicted to games
Conclusion: This research showed that teenagers who are not addicted to computer games have better performance than non-addicted teenagers in executive functions and social skills. Experts in this field are advised to pay attention to these matters.
Keywords: executive functions, social skills, addiction to computer games
Type of Study: Original Research Article |
Subject:
Psychology
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