Notre Dame University-Louaize, Zouk Mosbeh, Lebanon.
Institute of Internet and Technology Addiction, Notre Dame University-Loauize, Zouk Mosbeh, Lebanon.
PLoS One. 2024 Apr 3;19(4):e0300680. doi: 10.1371/journal.pone.0300680. eCollection 2024.
This study investigates the intersection of Gaming Disorder (GD) and Attention-Deficit/Hyperactivity Disorder (ADHD), and Grade Point Average (GPA), among university students, a critical demographic often overlooked in research on these disorders. A sample of 348 university students was analyzed using the IGD-20 Test for risk of GD, the Adult ADHD Self-Report Scale (ASRS-v1.1) for ADHD symptoms, and GPA as a metric of academic performance. The findings indicate that 4.3% of the surveyed sample scored within the range for GD. The prevalence was higher in males, with 5.3% of the male cohort affected, compared to 1.2% of the female cohort. Significantly, the prevalence of ADHD was substantially higher in the GD group (35.7%) than in the non-GD group (24.2%). Further, ADHD symptoms were found to be a stronger predictor of GD in females than in males. Incorporating the mediating role of Gaming Disorder, this study also probes into how GD may serve as an intermediary in the impact of ADHD on academic performance. By examining the intricate relationship between these disorders, our findings suggest that GD exacerbates the negative effects of ADHD on academic performance, thereby underscoring the potential for Gaming Disorder to act as a bridge in this dynamic. This mediation analysis clarifies how ADHD may indirectly impact academic performance through GD. The study reveals a positive correlation between ADHD symptoms and GD severity, which in turn correlates negatively with academic achievement. In addition, the findings underscore the need for gender-sensitive interventions and highlight the importance of considering the comorbidity of ADHD and GD in academic settings, advocating for systematic screening for GD among students with ADHD, and vice versa. The dual challenges posed by ADHD and GD should be addressed to prevent their escalation into pervasive academic and psychosocial adversities.
本研究探讨了大学生中游戏障碍（GD）与注意缺陷多动障碍（ADHD）和平均绩点（GPA）之间的交集，这是这些障碍研究中经常被忽视的一个重要人群。使用 IGD-20 测试对 GD 风险、成人 ADHD 自评量表（ASRS-v1.1）对 ADHD 症状以及 GPA 作为学业成绩的指标，对 348 名大学生进行了分析。研究结果表明，在所调查的样本中，有 4.3%的人处于 GD 范围内。男性中的患病率更高，有 5.3%的男性群体受到影响，而女性群体则为 1.2%。值得注意的是，GD 组的 ADHD 患病率（35.7%）明显高于非 GD 组（24.2%）。此外，在女性中，ADHD 症状是 GD 的更强预测因素，而在男性中则不然。通过纳入游戏障碍的中介作用，本研究还探讨了 GD 如何在 ADHD 对学业成绩的影响中发挥中介作用。通过研究这些障碍之间的复杂关系，我们的研究结果表明，GD 加剧了 ADHD 对学业成绩的负面影响，从而强调了游戏障碍在这种动态关系中可能起到桥梁作用。这种中介分析阐明了 ADHD 如何通过 GD 间接影响学业成绩。研究表明，ADHD 症状与 GD 严重程度呈正相关，而与学业成绩呈负相关。此外，研究结果强调了需要进行性别敏感的干预，并突出了在学术环境中考虑 ADHD 和 GD 共病的重要性，倡导对 ADHD 学生进行 GD 的系统筛查，反之亦然。应解决 ADHD 和 GD 带来的双重挑战，以防止其演变为普遍的学业和心理社会逆境。
