Skoric Marko M, Teo Linda Lay Ching, Neo Rachel Lijie
Division of Communication Research, Wee Kim Wee School of Communication & Information, Nanyang Technological University, Singapore.
Cyberpsychol Behav. 2009 Oct;12(5):567-72. doi: 10.1089/cpb.2009.0079.
The aim of this study is to assess the relationship between video gaming habits and elementary school students' academic performance. More specifically, we seek to examine the usefulness of a distinction between addiction and high engagement and assess the predictive validity of these concepts in the context of scholastic achievement. Three hundred thirty-three children ages 8 to 12 years from two primary schools in Singapore were selected to participate in this study. A survey utilizing Danforth's Engagement-Addiction (II) scale and questions from DSM-IV was used to collect information from the schoolchildren, while their grades were obtained directly from their teachers. The findings indicate that addiction tendencies are consistently negatively related to scholastic performance, while no such relationship is found for either time spent playing games or for video game engagement. The implications of these findings are discussed.
本研究的目的是评估电子游戏习惯与小学生学业成绩之间的关系。更具体地说，我们试图检验成瘾与高度投入之间区分的有用性，并在学业成绩的背景下评估这些概念的预测效度。从新加坡两所小学选取了333名8至12岁的儿童参与本研究。使用丹福思的投入-成瘾（II）量表和来自《精神疾病诊断与统计手册》第四版的问题进行调查，以收集学童的信息，而他们的成绩则直接从其教师处获得。研究结果表明，成瘾倾向与学业成绩始终呈负相关，而玩游戏的时间或电子游戏投入度与学业成绩之间均未发现此类关系。本文讨论了这些研究结果的意义。
