The Relationship Between Digital Game Addiction and Family Adjustment Among Eighth-Grade Middle School Students

Abstract

This study aims to examine the relationships between digital game addiction, parenting attitudes, and family adjustment among eighth-grade students. The sample of this correlational survey research consists of 400 eighth-grade students from a secondary school in Samsun. Data were collected using a Personal Information Form, the Digital Game Addiction Scale for Children, and the Turkish version of the Parenting and Family Adjustment Scale (PAFAS). Data analysis employed descriptive statistics, Pearson correlation coefficient, and independent samples t-test. 40% of students use technology for 5–6 hours daily. Strong positive correlations were found between digital game addiction scores and the Family Adjustment subscale of PAFAS (r=0.338–0.912). Students using technology for more than 4 hours daily had significantly higher addiction scores than those using it less (Cohen's d > 2.38). The same group also showed higher means in family dysfunction scores (Cohen's d > 1.91). Children with close friends from digital environments had significantly higher scores in both addiction and family dysfunction compared to those without (Cohen's d > 3.73). The research indicates that family adjustment and parenting attitudes are significant determinants of digital game addiction. While prolonged technology use and digital friendships increase risk, healthy family functioning plays a protective role. The findings emphasize that intervention programs should include family-based components and technology use limits. The importance of school-family collaboration and preventive guidance services is highlighted.

Keywords

• Adolescence
• Digital addiction
• Eighth-Grade middle school students
• Family adjustment
• Technology use duration.

Sekizinci Sınıf Ortaokul Öğrencilerinde Dijital Oyun Bağımlılığı ile Aile Uyumu Arasındaki İlişki

Abstract

Bu çalışma, sekizinci sınıf ortaokul öğrencilerinde dijital oyun bağımlılığı, ebeveyn tutumları ve aile uyumu arasındaki ilişkileri incelemeyi amaçlamaktadır. İlişkisel tarama modelinde tasarlanan bu araştırmanın örneklemini, Samsun ilinde bulunan bir ortaokulda öğrenim gören 400 sekizinci sınıf öğrencisi oluşturmaktadır. Veriler, Kişisel Bilgi Formu, Çocuklar İçin Dijital Oyun Bağımlılığı Ölçeği ve Ebeveynlik ve Aile Uyum Ölçeği'nin (PAFAS) Türkçe formu kullanılarak toplanmıştır. Verilerin analizinde tanımlayıcı istatistikler, Pearson korelasyon katsayısı ve bağımsız örneklemler t-testi kullanılmıştır. Öğrencilerin %40'ı teknolojiyi günde 5–6 saat kullanmaktadır. Dijital oyun bağımlılığı puanları ile PAFAS Aile Uyumu alt ölçeği arasında güçlü pozitif korelasyonlar bulunmuştur (r=0.338–0.912). Günde 4 saatten fazla teknoloji kullanan öğrencilerin bağımlılık puanları, daha az kullanan öğrencilere göre anlamlı düzeyde daha yüksektir (Cohen's d>2.38). Aynı grubun aile işlevselliğindeki bozulmayı gösteren puan ortalamaları da daha yüksektir (Cohen's d > 1.91). Dijital ortamlardan yakın arkadaş edinen çocukların hem bağımlılık hem de aile işlevselliğindeki bozulma puanları, böyle arkadaşları olmayan çocuklara göre anlamlı düzeyde daha yüksektir (Cohen's d>3.73). Araştırma bulguları, aile uyumu ve ebeveyn tutumlarının dijital oyun bağımlılığının önemli belirleyicileri olduğunu göstermektedir. Uzun süreli teknoloji kullanımı ve dijital arkadaşlıklar riski artırırken, sağlıklı aile işlevselliği koruyucu bir rol oynamaktadır. Bulgular, müdahale programlarının aile temelli bileşenleri ve teknoloji kullanımına yönelik sınırlamaları içermesi gerektiğini ortaya koymaktadır. Ayrıca okul-aile iş birliği ile önleyici rehberlik hizmetlerinin önemi vurgulanmaktadır.

Keywords

• Ergenlik
• Dijital bağımlılık
• Sekizinci sınıf ortaokul öğrencileri
• Aile uyumu
• Teknoloji kullanım süresi.

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