Research Article
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Year 2020, Issue: 18, 43 - 53, 24.07.2020
https://doi.org/10.30786/jef.543339

Abstract

References

  • Acar, M.C. (2012). The effect of existentialist-oriented approach responsibility programme onto eighth class primary school students responsibility level (Unpublished master’s thesis). Gaziantep University, Gaziantep.
  • Alpar, R. (2012). Applied statistics and validity-reliability with examples from sports, health and education sciences (Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlilik–güvenirlik (2th Ed.). Ankara: Detay.
  • Ayas, T. (2012). The relationship between internet and computer game addiction level and shyness among high school students. Educational Sciences: Theory and Practice, 12(2), 632-636.
  • Aydın, F., & Horzum, M. B. (2015). Investigation of predictive variables of computer game addiction level of teachers. Online Journal of Technology Addiction & Cyberbullying, 2(1), 52-66.
  • Basım, H. N., Çetin, F., & Tabak, A. (2009). The relationship between big five personality characteristics and conflict resolution approaches. Turkish Journal of Psychology, 24(63), 35-37.
  • Batıgün, A. D., & Kiliç, N. (2011). The relationships between internet addiction, social support, psychological symptoms and some socio-demographical variables. Turkish Journal of Psychology, 26(67), 1.
  • Bayırtepe, E., & Tüzün, H. (2007). The effects of game-based learnıng envıronments on students’ achievement and self-efficacy ın a computer course. H. U. Journal of Education, 33, 41-54.
  • Büyüköztürk, Ş. (2011). Manual of data analysis for social sciences (Sosyal bilimler için veri analizi el kitabı), (15th Ed.). Ankara: Pegem.
  • Can, G. (2014). Personality development (Kişilik gelişimi) B. Yeşilyaprak (Ed.) Education psychology (Eğitim Psikolojisi). Ankara: Pegem.
  • Charlton, J. P., & Danforth, I. D. (2010). Validating the distinction between computer addiction and engagement: Online game playing and personality. Behaviour & Information Technology, 29(6), 601-613.
  • Chou, C., & Tsai M. J. (2007). Gender differences in Taiwan high school students’ computer game playing. Computers in Human Behavior, 23(1), 812-824.
  • Costa Jr, P. T., & McCrae, R. R. (1995). Domains and facets: Hierarchical personality assessment using the Revised NEO Personality Inventory. Journal of Personality Assessment, 64(1), 21-50.
  • Costa, P. T., McCrae, R. R., & Dye, D. A. (1991). Facet scales for agreeableness and conscientiousness: A revision of the NEO Personality Inventory. Personality and individual Differences, 12(9), 887-898.
  • Çakır, Ö., Ayas, T., & Horzum, M. B. (2011). An investigation of university students’ internet and game addiction with respect to several variables, Ankara University, Journal of Faculty of Educational Sciences, 44(2), 95-117.
  • Çelik, S., Atak, H, & Başal, A. (2012). Predictive role of personality traits on internet addiction. Turkish Online Journal of Distance Education, 13(4), 10-24.
  • Dilmaç, B. (2007). The assesment of the teaching of humane values which are imposed a group of science high school students by humane values scale (Unpublished doctoral thesis). Selçuk University, Konya.
  • Garris, R., Ahlers, R., & Driskell, J.E. (2002). Games, motivation, and learning: A research and practice model. Simulation and Gaming, 33, 441-467.
  • Gökçearslan, Ş., & Durakoğlu, A. (2014). An analysis of video game addiction levels among secondary school students according to several variables, Dicle University Journal of Ziya Gökalp Faculty of Education, 23, 419-435.
  • Griffiths, M. D., Kuss, D. J., & King, D. (2012). Video game addiction: past, present and future. Current Psychiatry Reviews, 8(4). http://dx.doi.org/10.2174/ 157340012803520414.
  • Gürcan, A., Özhan, S., & Uslu, R. (2008). Digital games and effects on children (Dijital oyunlar ve çocuklar üzerindeki etkileri). Prime Ministry General Directorate of Family and Social Research (Başbakanlık Aile ve Sosyal Araştırmalar Genel Müdürlüğü), Ankara, 1-50.
  • Horzum, M. B. (2011). Examining computer game addiction level of primary school students in terms of different variables. Education and Science, 36(159), 56-68.
  • Hewitt, M., Denman, S., Hayes, L., Pearson, J., & Wallbanks, C. (2001). Evaluation of ‘Sun-safe’: A health education resource for primary schools. Health Educ. Res. 16(5), 623-633.
  • Howard, T. A. (2005). The effects of a responsibility- based character education program on middle school academic achievement and school climate at an international school in East Africa (Unpublished doctoral thesis). University of Central Florida, Florida.
  • Irmak, A. Y., & Erdoğan, S. (2016). Digital game addiction among adolescents and younger adults: A current overview. Turkish Journal of Psychiatry, 27(2), 1-11.
  • Johnston, J.D., Massey, A.P., Marker-Hoffman, R.L. (2012). Using an alternate reality game to increase physical activity and decrease obesity risk of college students. Journal of Diabetes Science and Technology, 6(4), 828-838.
  • Karasar, N. (2014). Bilimsel araştırma yöntemi. Ankara: Nobel.
  • Kato, P. M., Cole, S. W., Bradlyn, A. S., & Pollock, B. H. (2008). A video game improves behavioral outcomes in adolescents and young adults with cancer: A randomized trial. Pediatrics, 122, 305–317.
  • Kayiş, A. R., Satici, S. A., Yilmaz, M. F., Şimşek, D., Ceyhan, E., & Bakioğlu, F. (2016). Big five-personality trait and internet addiction: A meta-analytic review. Computers in Human Behavior, 63, 35-40.
  • Kesici, A., & Tunç, N. F. (2018). The development of the Digital Addiction Scale for the university students: Reliability and validity study. Universal Journal of Educational Research, 6(1), 91-98.
  • Kılıç, S. (2013). Sampling methods. Journal of Mood Disorders, 3(1), 44-46.
  • Kim, E. J., Namkoong, K., Ku, T., & Kim, S. J. (2008). The relationship between online game addiction and aggression, self-control and narcissistic personality traits. European Psychiatry, 23(3), 212-218.
  • Király, O., Griffiths, M. D., Urbán, R., Farkas, J., Kökönyei, G., Elekes, Z., & Demetrovics, Z. (2014). Problematic internet use and problematic online gaming are not the same: findings from a large nationally representative adolescent sample. Cyberpsychology, Behavior, and Social Networking, 17(12), 749-754.
  • Ko, C. H., Yen, J. Y., Chen, C. C., Chen, S. H., & Yen, C. F. (2005). Gender differences and related factors affecting online gaming addiction among Taiwanese adolescents. The Journal of Nervous and Mental Disease, 193(4), 273–277.
  • Korkmaz, Somer, & Güngör (2013). Measurement equivalence across gender with mean and covariance structure of five factor personality inventory for adolescent sample. Education and Science, 38(170).
  • Li, H., & Wang, S. (2013). The role of cognitive distortion in online game addiction among Chinese adolescents. Children and Youth Services Review, 35, 1468-1475.
  • Nazlıgül, M. D., Baş, S., Akyüz, Z., & Yorulmaz, O. (2018). Internet gaming disorder and treatment approaches: A systematic review. Addicta: The Turkish Journal on Addictions, (5), 13–35.
  • Prot, S., Anderson, C. A., Gentile, D. A., Brown, S. C., & Swing, E. L. (2014). The positive and negative effects of video game play. Media & the Well-Being of Children & Adolescents, 109-128.
  • Rahmani, S., & Lavasani, M. G. (2011). The relationship between internet dependency with sensation seeking and personality. Procedia-Social and Behavioral Sciences, 30, 272-277.
  • Randler, C., Horzum, M. B., & Vollmer, C. (2014). Internet addiction and its relationship to chronotype and personality in a Turkish university student sample. Social Science Computer Review, 32(4), 484-495.
  • Sardoğan, M. E., & Karahan T. F. (2011). Personality development (Kişilik gelişimi) A. Kaya (Ed.) Education psychology (Eğitim Psikolojisi). Ankara: Pegem.
  • Servidio, R. (2014). Exploring the effects of demographic factors, Internet usage and personality traits on Internet addiction in a sample of Italian university students. Computers in Human Behavior, 35, 85-92.
  • Seviniş, S., & Bilgin, M. (2017). The relationship between adult’s social network use and five factors personality traits. Journal of Human Sciences, 14(4), 3126-3157.
  • Schmitt, D. P., Allik, J., McCrae, R. R., & Benet-Martínez, V. (2007). The geographic distribution of Big Five personality traits: Patterns and profiles of human self-description across 56 nations. Journal of cross-cultural psychology, 38(2), 173-212.
  • Somer, O. (1998). The structure of adjectives defining the personality trait in Turkish and the five factor model (Türkçe’de kişlilik özelliği tanımlayan sıfatların yapısı ve beş faktör modeli). Turkish Journal of Psychology, 13(42), 17-32.
  • Somer, O., Korkmaz, M., & Tatar, A. (2004). Five-factor personality model and five-factor personality inventory to quasi-practice (Kuramdan uygulamaya beş faktör kişilik modeli ve beş faktör kişilik envanteri 5FKE). İzmir: Ege University Press.
  • Schmitt, D. P., Allik, J., McCrae, R. R., & Benet-Martinez, V. (2007). The geographic distribution of big five personality traits: Patterns and profi les of human self-description across 56 nations. Journal of Cross-Cultural Psychology, 38(2), 173-212.
  • Tabachnick, B. G. V. & Fidell, L. S. (2007). Using multivariate statistics (5’th Ed.). U.S.A: Pearson Education Inc. Taş, İ., Eker, H. & Anlı, G. (2014). Investigation of internet and game dependency levels of secondary education students (Orta öğretim öğrencilerinin internet ve oyun bağımlılık düzeylerinin incelenmesi). Online Journal of Technology Addiction & Cyberbullying, 1(2), 37-57.
  • Taş, İ., & Ayas, T. (2015). Relationship the level of internet addiction with personality traits of high school students. Journal of Human Sciences, 12(2), 150-162.
  • Tatlılıoğlu, K. (2014). A research subscales of undergraduates’ personality traits according to five factor personality theory in terms of some variants. Journal of History School (JOHS), 7(17), 939-971.
  • Turner, N. E., Paglia-Boak, A., Ballon, B., Cheung, J. T. W., Adlafi E. M., Henderson, J., Chan, V., Rehm, J., Hamilton, H., & Mann, R. E. (2012) Prevalence of problematic video gaming among Ontario adolescents. International Journal of Mental Health and Addiction, 10(6), 877-889.
  • Van der Aa, N., Overbeek, G., Engels, R. C., Scholte, R. H., Meerkerk, G. J., & Van den Eijnden, R. J. (2009). Daily and compulsive internet use and well-being in adolescence: a diathesis-stress model based on big five personality traits. Journal of youth and adolescence, 38(6), 765-776.
  • Wooldridge, J. M. (2013). Introductory econometrics: A modern approach. (Ekonometriye giriş: Modern yaklaşım, dördüncü baskıdan çev.). E. Çağlayan (Ed.). Ankara:Nobel.
  • Yalçın Irmak, A., & Erdoğan, S. (2015). Validity and reliability of the Turkish version of the Digital Game Addiction Scale. Anatolian Journal of Psychiatry, 16(1), 10-18. DOİ: 10.5455/apd.170337.
  • Young, K. (2009). Understanding online gaming addiction and treatment issues for adolescents. The American Journal of Family Therapy, 37(5), 355-372.

The Effect of Conscientiousness and Gender on Digital Game Addiction in High School Students

Year 2020, Issue: 18, 43 - 53, 24.07.2020
https://doi.org/10.30786/jef.543339

Abstract

This study aims to investigate the effect of conscientiousness and gender on digital game addiction in high school students. This study has been conducted to 470 students from three vocational schools and four common high schools in Siirt in 2017-2018 academic year through a relational survey method. In this research, conscientiousness sub-dimension of The Big Five Inventory and Digital Game Addiction scale have been used. It has also been determined that conscientiousness and gender are significant predictors of digital game addiction, and both of the variables are able to explain approximately 12% of digital game addiction. Depending on this, this study has attempted to observe low level conscientiousness and gender (in case of being male) affect digital game addiction negatively in high school students. In addition to this, it has aimed to show that gender and low conscientiousness are the possible risk factors for students in term of digital game addiction. For this reason, the students’ traits of conscientiousness, particularly of male students, must be developed. Sense of responsibility is related to conscientiousness. Therefore, the traits of conscientiousness might be developed by enhancing the adolescents’ sense of responsibility, and hence some positive outcomes can be acquired against the digital game addiction.

References

  • Acar, M.C. (2012). The effect of existentialist-oriented approach responsibility programme onto eighth class primary school students responsibility level (Unpublished master’s thesis). Gaziantep University, Gaziantep.
  • Alpar, R. (2012). Applied statistics and validity-reliability with examples from sports, health and education sciences (Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlilik–güvenirlik (2th Ed.). Ankara: Detay.
  • Ayas, T. (2012). The relationship between internet and computer game addiction level and shyness among high school students. Educational Sciences: Theory and Practice, 12(2), 632-636.
  • Aydın, F., & Horzum, M. B. (2015). Investigation of predictive variables of computer game addiction level of teachers. Online Journal of Technology Addiction & Cyberbullying, 2(1), 52-66.
  • Basım, H. N., Çetin, F., & Tabak, A. (2009). The relationship between big five personality characteristics and conflict resolution approaches. Turkish Journal of Psychology, 24(63), 35-37.
  • Batıgün, A. D., & Kiliç, N. (2011). The relationships between internet addiction, social support, psychological symptoms and some socio-demographical variables. Turkish Journal of Psychology, 26(67), 1.
  • Bayırtepe, E., & Tüzün, H. (2007). The effects of game-based learnıng envıronments on students’ achievement and self-efficacy ın a computer course. H. U. Journal of Education, 33, 41-54.
  • Büyüköztürk, Ş. (2011). Manual of data analysis for social sciences (Sosyal bilimler için veri analizi el kitabı), (15th Ed.). Ankara: Pegem.
  • Can, G. (2014). Personality development (Kişilik gelişimi) B. Yeşilyaprak (Ed.) Education psychology (Eğitim Psikolojisi). Ankara: Pegem.
  • Charlton, J. P., & Danforth, I. D. (2010). Validating the distinction between computer addiction and engagement: Online game playing and personality. Behaviour & Information Technology, 29(6), 601-613.
  • Chou, C., & Tsai M. J. (2007). Gender differences in Taiwan high school students’ computer game playing. Computers in Human Behavior, 23(1), 812-824.
  • Costa Jr, P. T., & McCrae, R. R. (1995). Domains and facets: Hierarchical personality assessment using the Revised NEO Personality Inventory. Journal of Personality Assessment, 64(1), 21-50.
  • Costa, P. T., McCrae, R. R., & Dye, D. A. (1991). Facet scales for agreeableness and conscientiousness: A revision of the NEO Personality Inventory. Personality and individual Differences, 12(9), 887-898.
  • Çakır, Ö., Ayas, T., & Horzum, M. B. (2011). An investigation of university students’ internet and game addiction with respect to several variables, Ankara University, Journal of Faculty of Educational Sciences, 44(2), 95-117.
  • Çelik, S., Atak, H, & Başal, A. (2012). Predictive role of personality traits on internet addiction. Turkish Online Journal of Distance Education, 13(4), 10-24.
  • Dilmaç, B. (2007). The assesment of the teaching of humane values which are imposed a group of science high school students by humane values scale (Unpublished doctoral thesis). Selçuk University, Konya.
  • Garris, R., Ahlers, R., & Driskell, J.E. (2002). Games, motivation, and learning: A research and practice model. Simulation and Gaming, 33, 441-467.
  • Gökçearslan, Ş., & Durakoğlu, A. (2014). An analysis of video game addiction levels among secondary school students according to several variables, Dicle University Journal of Ziya Gökalp Faculty of Education, 23, 419-435.
  • Griffiths, M. D., Kuss, D. J., & King, D. (2012). Video game addiction: past, present and future. Current Psychiatry Reviews, 8(4). http://dx.doi.org/10.2174/ 157340012803520414.
  • Gürcan, A., Özhan, S., & Uslu, R. (2008). Digital games and effects on children (Dijital oyunlar ve çocuklar üzerindeki etkileri). Prime Ministry General Directorate of Family and Social Research (Başbakanlık Aile ve Sosyal Araştırmalar Genel Müdürlüğü), Ankara, 1-50.
  • Horzum, M. B. (2011). Examining computer game addiction level of primary school students in terms of different variables. Education and Science, 36(159), 56-68.
  • Hewitt, M., Denman, S., Hayes, L., Pearson, J., & Wallbanks, C. (2001). Evaluation of ‘Sun-safe’: A health education resource for primary schools. Health Educ. Res. 16(5), 623-633.
  • Howard, T. A. (2005). The effects of a responsibility- based character education program on middle school academic achievement and school climate at an international school in East Africa (Unpublished doctoral thesis). University of Central Florida, Florida.
  • Irmak, A. Y., & Erdoğan, S. (2016). Digital game addiction among adolescents and younger adults: A current overview. Turkish Journal of Psychiatry, 27(2), 1-11.
  • Johnston, J.D., Massey, A.P., Marker-Hoffman, R.L. (2012). Using an alternate reality game to increase physical activity and decrease obesity risk of college students. Journal of Diabetes Science and Technology, 6(4), 828-838.
  • Karasar, N. (2014). Bilimsel araştırma yöntemi. Ankara: Nobel.
  • Kato, P. M., Cole, S. W., Bradlyn, A. S., & Pollock, B. H. (2008). A video game improves behavioral outcomes in adolescents and young adults with cancer: A randomized trial. Pediatrics, 122, 305–317.
  • Kayiş, A. R., Satici, S. A., Yilmaz, M. F., Şimşek, D., Ceyhan, E., & Bakioğlu, F. (2016). Big five-personality trait and internet addiction: A meta-analytic review. Computers in Human Behavior, 63, 35-40.
  • Kesici, A., & Tunç, N. F. (2018). The development of the Digital Addiction Scale for the university students: Reliability and validity study. Universal Journal of Educational Research, 6(1), 91-98.
  • Kılıç, S. (2013). Sampling methods. Journal of Mood Disorders, 3(1), 44-46.
  • Kim, E. J., Namkoong, K., Ku, T., & Kim, S. J. (2008). The relationship between online game addiction and aggression, self-control and narcissistic personality traits. European Psychiatry, 23(3), 212-218.
  • Király, O., Griffiths, M. D., Urbán, R., Farkas, J., Kökönyei, G., Elekes, Z., & Demetrovics, Z. (2014). Problematic internet use and problematic online gaming are not the same: findings from a large nationally representative adolescent sample. Cyberpsychology, Behavior, and Social Networking, 17(12), 749-754.
  • Ko, C. H., Yen, J. Y., Chen, C. C., Chen, S. H., & Yen, C. F. (2005). Gender differences and related factors affecting online gaming addiction among Taiwanese adolescents. The Journal of Nervous and Mental Disease, 193(4), 273–277.
  • Korkmaz, Somer, & Güngör (2013). Measurement equivalence across gender with mean and covariance structure of five factor personality inventory for adolescent sample. Education and Science, 38(170).
  • Li, H., & Wang, S. (2013). The role of cognitive distortion in online game addiction among Chinese adolescents. Children and Youth Services Review, 35, 1468-1475.
  • Nazlıgül, M. D., Baş, S., Akyüz, Z., & Yorulmaz, O. (2018). Internet gaming disorder and treatment approaches: A systematic review. Addicta: The Turkish Journal on Addictions, (5), 13–35.
  • Prot, S., Anderson, C. A., Gentile, D. A., Brown, S. C., & Swing, E. L. (2014). The positive and negative effects of video game play. Media & the Well-Being of Children & Adolescents, 109-128.
  • Rahmani, S., & Lavasani, M. G. (2011). The relationship between internet dependency with sensation seeking and personality. Procedia-Social and Behavioral Sciences, 30, 272-277.
  • Randler, C., Horzum, M. B., & Vollmer, C. (2014). Internet addiction and its relationship to chronotype and personality in a Turkish university student sample. Social Science Computer Review, 32(4), 484-495.
  • Sardoğan, M. E., & Karahan T. F. (2011). Personality development (Kişilik gelişimi) A. Kaya (Ed.) Education psychology (Eğitim Psikolojisi). Ankara: Pegem.
  • Servidio, R. (2014). Exploring the effects of demographic factors, Internet usage and personality traits on Internet addiction in a sample of Italian university students. Computers in Human Behavior, 35, 85-92.
  • Seviniş, S., & Bilgin, M. (2017). The relationship between adult’s social network use and five factors personality traits. Journal of Human Sciences, 14(4), 3126-3157.
  • Schmitt, D. P., Allik, J., McCrae, R. R., & Benet-Martínez, V. (2007). The geographic distribution of Big Five personality traits: Patterns and profiles of human self-description across 56 nations. Journal of cross-cultural psychology, 38(2), 173-212.
  • Somer, O. (1998). The structure of adjectives defining the personality trait in Turkish and the five factor model (Türkçe’de kişlilik özelliği tanımlayan sıfatların yapısı ve beş faktör modeli). Turkish Journal of Psychology, 13(42), 17-32.
  • Somer, O., Korkmaz, M., & Tatar, A. (2004). Five-factor personality model and five-factor personality inventory to quasi-practice (Kuramdan uygulamaya beş faktör kişilik modeli ve beş faktör kişilik envanteri 5FKE). İzmir: Ege University Press.
  • Schmitt, D. P., Allik, J., McCrae, R. R., & Benet-Martinez, V. (2007). The geographic distribution of big five personality traits: Patterns and profi les of human self-description across 56 nations. Journal of Cross-Cultural Psychology, 38(2), 173-212.
  • Tabachnick, B. G. V. & Fidell, L. S. (2007). Using multivariate statistics (5’th Ed.). U.S.A: Pearson Education Inc. Taş, İ., Eker, H. & Anlı, G. (2014). Investigation of internet and game dependency levels of secondary education students (Orta öğretim öğrencilerinin internet ve oyun bağımlılık düzeylerinin incelenmesi). Online Journal of Technology Addiction & Cyberbullying, 1(2), 37-57.
  • Taş, İ., & Ayas, T. (2015). Relationship the level of internet addiction with personality traits of high school students. Journal of Human Sciences, 12(2), 150-162.
  • Tatlılıoğlu, K. (2014). A research subscales of undergraduates’ personality traits according to five factor personality theory in terms of some variants. Journal of History School (JOHS), 7(17), 939-971.
  • Turner, N. E., Paglia-Boak, A., Ballon, B., Cheung, J. T. W., Adlafi E. M., Henderson, J., Chan, V., Rehm, J., Hamilton, H., & Mann, R. E. (2012) Prevalence of problematic video gaming among Ontario adolescents. International Journal of Mental Health and Addiction, 10(6), 877-889.
  • Van der Aa, N., Overbeek, G., Engels, R. C., Scholte, R. H., Meerkerk, G. J., & Van den Eijnden, R. J. (2009). Daily and compulsive internet use and well-being in adolescence: a diathesis-stress model based on big five personality traits. Journal of youth and adolescence, 38(6), 765-776.
  • Wooldridge, J. M. (2013). Introductory econometrics: A modern approach. (Ekonometriye giriş: Modern yaklaşım, dördüncü baskıdan çev.). E. Çağlayan (Ed.). Ankara:Nobel.
  • Yalçın Irmak, A., & Erdoğan, S. (2015). Validity and reliability of the Turkish version of the Digital Game Addiction Scale. Anatolian Journal of Psychiatry, 16(1), 10-18. DOİ: 10.5455/apd.170337.
  • Young, K. (2009). Understanding online gaming addiction and treatment issues for adolescents. The American Journal of Family Therapy, 37(5), 355-372.
There are 54 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Ahmet Kesici 0000-0003-1830-497X

Publication Date July 24, 2020
Published in Issue Year 2020 Issue: 18

Cite

APA Kesici, A. (2020). The Effect of Conscientiousness and Gender on Digital Game Addiction in High School Students. Journal of Education and Future(18), 43-53. https://doi.org/10.30786/jef.543339
AMA Kesici A. The Effect of Conscientiousness and Gender on Digital Game Addiction in High School Students. JEF. July 2020;(18):43-53. doi:10.30786/jef.543339
Chicago Kesici, Ahmet. “The Effect of Conscientiousness and Gender on Digital Game Addiction in High School Students”. Journal of Education and Future, no. 18 (July 2020): 43-53. https://doi.org/10.30786/jef.543339.
EndNote Kesici A (July 1, 2020) The Effect of Conscientiousness and Gender on Digital Game Addiction in High School Students. Journal of Education and Future 18 43–53.
IEEE A. Kesici, “The Effect of Conscientiousness and Gender on Digital Game Addiction in High School Students”, JEF, no. 18, pp. 43–53, July 2020, doi: 10.30786/jef.543339.
ISNAD Kesici, Ahmet. “The Effect of Conscientiousness and Gender on Digital Game Addiction in High School Students”. Journal of Education and Future 18 (July 2020), 43-53. https://doi.org/10.30786/jef.543339.
JAMA Kesici A. The Effect of Conscientiousness and Gender on Digital Game Addiction in High School Students. JEF. 2020;:43–53.
MLA Kesici, Ahmet. “The Effect of Conscientiousness and Gender on Digital Game Addiction in High School Students”. Journal of Education and Future, no. 18, 2020, pp. 43-53, doi:10.30786/jef.543339.
Vancouver Kesici A. The Effect of Conscientiousness and Gender on Digital Game Addiction in High School Students. JEF. 2020(18):43-5.

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