Digital Game Addiction Tendency and Social Competence in Preschool Children: The Mediating Role of Self-Regulation

Yıl 2023, Cilt: 6 Sayı: 2, 424 - 443, 27.10.2023

Tuba Bağatarhan

https://doi.org/10.53048/johass.1374193

Öz

The aim of this study is to investigate the relationship between digital game addiction tendency and social competence in preschool children and the mediating role of self-regulation skills in this relationship. The sample included 310 preschool children aged 4-6 years (150 girls and 160 boys) studying in three kindergartens in the city center of Aydın. Digital Game Addiction Tendency Scale, Self-Regulation Skills Scale for 4–6-Year-Old Children (Mother Form), Social Competence and Behavior Evaluation-30 Scale - Social Competence Subscale, and Personal Information Form were used to collect the data. Descriptive statistics, Pearson product-moment correlation, and structural equation modeling were used to analyze the data. The results of the Pearson product-moment correlation analysis showed that digital game addiction tendency was negatively correlated with self-regulation skills and social competence in preschool children. Moreover, the results indicated that there was a positive association between self-regulation skills and social competence in preschool children. The results of the structural equation model analysis revealed that digital game addiction tendency was directly related to self-regulation skills and indirectly related to social competence. Self-regulation skills have a full mediating role in the relationship between digital game addiction tendency and social competence. The research revealed the negative effects of digital game addiction on self-regulation skills which in turn affects social competence in preschool children. The results suggest that the effects of digital game addiction and self-regulation skills should be considered when assessing the social skills of preschool children.

Anahtar Kelimeler

Digital game addiction, social competence, self-regulation, preschool period

Kaynakça

• Acar-Şengül, E., & Yükselen, A. İ. (2015). Bebeklikte sosyal ve duygusal gelişim. In F. Turan & A. İ. Yükselen (Eds.), Çocuk gelişimi 1: Bebeklik döneminde gelişim (pp. 177-195). Hedef Cs Basın Yayın.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorder (5th ed.). American Psychiatric Publishing.
• Bağatarhan, T. (2023). Digital game addiction tendency and problem behaviors in preschool children. E-International Journal of Educational Research, 14(5), 179-193. https://doi.org/10.19160/e-ijer.1342294
• Bandura, A. (1999). A social cognitive theory of personality. In L. Pervin & O. John (Eds.), Handbook of personality (2nd ed., pp. 154-196). Guilford Publications.
• Baumeister, R. F., & Vohs, K. D. (2007) Self-regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1, 1-14. https://doi.org/10.1111/j.1751-9004.2007.00001.x
• Beadini, İ. (2023). Okul öncesi dönem çocuklarının problemli medya kullanımları ile sosyal becerileri arasındaki ilişkinin incelenmesi, (Publication No. 786752) [Master’s thesis, Trakya University]. The Council of Higher Education of Turkey, Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. Guilford.
• Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Sage.
• Budak, K. S. (2020). Okul öncesi dönem çocukları için dijital oyun bağımlılık eğilimi ölçeğinin ve dijital oyun ebeveyn rehberlik stratejileri ölçeğinin geliştirilmesi, problem davranışlarla ilişkisinin incelenmesi, (Publication No. 630581) [Master's thesis, Pamukkale University]. The Council of Higher Education of Turkey, Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Budak, K. S., & Işıkoğlu, N. (2022). Dijital oyun bağımlılık eğilimi ve ebeveyn rehberlik stratejileri ölçeklerinin geliştirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 55(3), 673-720. https://doi.org/10.30964/auebfd.939653
• Budak, O. (2017). Dijital çocuk oyunlarına çocuk gelişimi ve okul öncesi öğretmenlerinin ve annelerin bakış açısı. The Journal of International Education Science, 4(13), 158-172.
• Bulut, A. (2018). Okul öncesi öğrencilerinin teknoloji kullanımlarına ilişkin alışkanlıklarının gelişim özellikleri üzerindeki etkileri. Eğitimde Yeni Yaklaşımlar Dergisi, 1(1), 52-69.
• Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS and SIMPLIS: Basic concepts, applications, and programmings. Lawrence Erlbaum Assocatiates, Publishers.
• Cheng, L., & Cao, J. (2023). Factors influencing smart device addiction among preschool children: An extended protection-risk model perspective. Frontiers in Psychology, 14, 1017772. https://doi.org/10.3389/fpsyg.2023.1017772
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (4. Baskı). Pegem Akademi.
• Çorapçı, F., Aksan, N., Arslan-Yalçın, D., & Yağmurlu, B. (2010). Okul öncesi dönemde duygusal, davranışsal ve sosyal uyum taraması: Sosyal Yetkinlik ve Davranış Değerlendirme-30 Ölçeği. Çocuk ve Ergen Ruh Sağlığı Dergisi, 17(2), 63-74.
• Diener, M. L., & Kim, D.-Y. (2004). Maternal and child predictors of preschool children's social competence. Journal of Applied Developmental Psychology, 25(1), 3–24. https://doi.org/10.1016/j.appdev.2003.11.006
• Duran, E. (2019). Anne tutumu ile çevrimiçi oyun bağımlılığı arasındaki ilişkide öz düzenlemenin aracı rolü, (Publication No. 585837) [Master's thesis, Tokat Gaziosmanpaşa University]. The Council of Higher Education of Turkey, Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Eisenberg, N., Smith, C. L., Sadovsky, A., & Spinrad, T. L. (2004). Effortful control: Relations with emotion regulation, adjustment, and socialization in childhood. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 259–282). The Guilford Press.
• Erol, A., & İvrendi, A . (2018). 4-6 yaş çocuklarına yönelik öz-düzenleme becerileri ölçeğinin geliştirilmesi (Anne Formu). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 44, 178-195. doi: 10.9779/PUJE.2018.213
• Horzum, M. B., Ayas, T., & Çakır Balta, Ö. (2008). Çocuklar için bilgisayar oyun bağımlılığı ölçeği. Türk PDR (Psikolojik Danışma ve Rehberlik) Dergisi, 3(30), 76-88.
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
• Işıksolu Aysel, Y., & Tok, E. (2022). Examination of the relationship among self-regulation skills, social competence behaviors, and problem solving-skills of 60-72 month-old children. International Journal of Eurasia Social Sciences (IJOESS), 13(48), 464-484. http://dx.doi.org/10.35826/ijoess.2997
• Karasar, N. (2011). Bilimsel araştırma yöntemleri. Nobel Yayınları.
• Kay, M. A. (2022). Erken çocuklukta dijital oyun bağımlılığının yordayıcıları olarak; dijital ebeveynlik, aile içi ilişkiler ve sosyal yeterlilik, (Publication No. 738300) [Doctoral thesis, İnönü University]. The Council of Higher Education of Turkey, Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• LaFreniere, P., Masataka, N., Butovskaya, M., Chen, Q., Auxiliadora Dessen, M., Atwanger, K., Schreiner, S., Montirosso, R., & Frigerio, A. (2002). Cross-cultural analysis of social competence and behavior problems in preschoolers. Early Education and Development, 13(2), 201-220.
• Lemmens, J. S., Valkenburg, P. M., & Peter, J. (2009). Development and validation of a game addiction scale for adolescents. Media Psychology, 12(1), 77–95. https://doi.org/10.1080/15213260802669458
• Liau, A. K., Neo, E. C., Gentile, D. A., et al. (2015). Impulsivity, self-regulation, and pathological video gaming among youth: Testing a mediation model. Asia Pacific Journal of Public Health, 27(2), NP2188-NP2196. https://doi.org/10.1177/1010539511429369
• Senemoğlu, N. (2012). Gelişim öğrenme ve öğretim kuramdan uygulamaya (21. baskı). Pegem.
• Stavrou, E. A. (2018). Personalized intervention program to a child with asperger syndrome addicted to computer gaming. International Journal of Education and Information Technology, 3(1), 1–6.
• Süral, S. (2022). Teachers’ views on digital addiction among preschool students. Psycho-Educational Research Reviews, 11(3), 706-720. https://doi.org/10.52963/PERR_Biruni_V11.N3.22
• Şenol, Y., Şenol, F. B., & Can Yaşar, M. (2023). Digital game addiction of preschool children in the Covid-19 pandemic: Social emotional development and parental guidance. Current Psychology, 1–9. https://doi.org/10.1007/s12144-023-04323-8
• Tatsiopoulou, P., Holeva, V., Nikopoulou, V. A., Parlapani, E., & Diakogiannis, I. (2022). Children's anxiety and parenting self-efficacy during the COVID-19-related home confinement. Child: Care, Health and Development, 48(6), 1103–1111. https://doi.org/10.1111/cch.13041
• Türkiye İstatistik Kurumu (2021). İstatistiklerle çocuk statistics on child 2021. Ankara: Türkiye İstatistik Kurumu. https://www.tuik.gov.tr/media/announcements/istatistiklerle_cocuk_2021.pdf
• UNICEF (2017). The state of the world's children 2017: Children in a digital world. https://reliefweb.int/report/world/state-worlds-children-2017-children-digital-world-enar?gclid=EAIaIQobChMIiZT0oaGAggMV0ajVCh2VewvmEAAYAiAAEgIIiPD_BwE
• World Health Organization. (2019). International statistical classification of diseases and related health problems (11th ed.). Geneva: WHO
• Zhou, M., & Brown, D. (2017). Educational learning theries (2nd ed.). https://oer.galileo.usg.edu/education-textbooks/1/
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–41). Academic Press.