The Relationship Between Digital Game Addiction and the Bullying Tendencies of Secondary School Students from a District in Southern Turkey

Year 2024, , 514 - 523, 30.08.2024

Atiye Karakul , Gamze Bozkul

https://doi.org/10.38108/ouhcd.1261215

Abstract

Objective: The aim of this study is to examine the relationship between secondary school students' digital game addiction and bullying tendencies.
Methods: This research is a descriptive cross-sectional study. The sample of the research consists of 381 secondary school students studying in a district in Southern Turkey. Information Form, Children's Digital Game Addiction Scale and Bullying Tendency Scale were used to collect the data. Descriptive statistics, Kruskall Wallis test, Mann-Whitney-U test and Spearman Correlation analysis were used.
Results: The average age of the secondary school students participating in the study was 12.53±1.13. Children's Digital Game Addiction Scale mean score was 18.77±6.53 (min.9; max. 42); The mean total score of the Bullying Tendency Scale is 79.70±10.92 (min.26; max. 83). It has been determined that there is a positive and weak correlation between the total scores obtained from the Children's Digital Game Addiction Scale and the Bullying Tendency Scale.
Conclusions: As a result of this study, it was seen that the bullying tendencies of the students with high digital game addiction were high. In order to minimize the negative effects of digital games, it is recommended that children are kept away from violent games as much as possible. It is recommended that students and parents, regardless of their educational background, be given training on digital game addiction and bullying.

Keywords

digital game, addiction, bullying

Supporting Institution

Bulunmamaktadır

Project Number

-

Thanks

None.

Türkiye'nin Güneyinde Bir Bölgedeki Ortaokul Öğrencilerinin Dijital Oyun Bağımlılığı ve Zorbalık Eğilimi Arasındaki İlişkinin İncelenmesi

Abstract

Amaç: Bu çalışmanın amacı, ortaokul öğrencilerinin dijital oyun bağımlılığı ve zorbalık eğilimi arasındaki ilişkinin incelenmesidir.
Yöntem: Bu araştırma tanımlayıcı tipte kesitsel bir çalışmadır. Araştırmanın örneklemini, Türkiye’nin güneyinde bir ilçede öğrenim gören 381 ortaokul öğrencisi oluşturmaktadır. Araştırma verileri Tanıtıcı Bilgi Formu, Çocuklarda Dijital Oyun Bağımlılığı Ölçeği ve Zorbalık Eğilimi Ölçeği kullanılarak toplanmıştır. Verilerin değerlendirilmesinde tanımlayıcı istatistikler, Kruskall Wallis testi, Mann-Whitney-U testi ve Sperman Korelasyon analizi kullanılmıştır.
Bulgular: Çalışmaya katılan ortaokul öğrencilerinin yaş ortalaması 12.53±1.13’tür. Çocukların Dijital Oyun Bağımlılık Ölçeği puan ortalaması 18.77±6.53 (min.9; maks. 42); Zorbalık Eğilimi Ölçeği toplam puan ortalaması 79.70±10.92 (min.26; maks. 83) dir. Çocuklarda Dijital Oyun Bağımlılığı Ölçeği ve Zorbalık Eğilimi Ölçeğinden alınan toplam puanlar arasında pozitif yönde ve zayıf düzeyde ilişki olduğu belirlenmiştir.
Sonuç: Yapılan bu çalışmanın sonucunda, dijital oyun bağımlılığı yüksek olan öğrencilerin zorbalık eğilimlerinin yüksek olduğu görülmüştür. Dijital oyunlarının olumsuz etkilerini en aza indirebilmek için çocukların şiddet içerikli oyunlardan mümkün olduğunca uzak tutulması önerilmektedir. Ek olarak, öğrencilere ve eğitim durumları ne olursa olsun ebeveynlere, dijital oyun bağımlılığı ve zorbalık ile ilgili eğitimlerin verilmesi önerilmektedir.

Keywords

dijital oyun, bağımlılık, zorbalık

Project Number

-

References

• Abdulsalam AJ, Al Daihani AE, Francis K. (2019). Prevalence and associated factors of peer victimization (bullying) among grades 7 and 8 middle school students in Kuwait. International Journal of Pediatrics, 2017, 8462304. https://doi.org/10.1155/2017/2862360
• Anderson CA, Shibuya A, Ihori N, Swing EL, Bushman BJ, Sakamoto A, Saleem M.(2010). Violent video game effects on aggression, empathy, and prosocial behavior in eastern and western countries: A meta-analytic review. Psychological Bulletin, 136(2), 151-173. https://doi.org/10.1037/a0018251
• Anlı G, Taş İ. (2018). Ergenler için oyun bağımlılığı ölçeği kısa formunun geçerlik ve güvenirlik çalışması [The validity and reliability of the game addiction scale for adolescents-short form]. Electronic Turkish Studies, 13(11), 189-203. Turkish.
• Bas M, Kabak S. (2020). The relationship between digital game addiction and social tendencies of secondary school students. Ambient Science, 07(1), 189-193. https://doi.org/10.21276/ambi.2020.07.sp1.oa25
• Arı S, Küçük, S. (2022). Adölesanlarda sosyal media kullanımı, siber zorbalık, yalnızlık ilişkisi ve hemşirelik [Social media use, cyberbullying, loneliness relationship and nursing in adolescents]. Türkiye Sağlık Bilimleri ve Araştırmaları Dergisi, 5(2), 34-44.
• Chacón-Cuberos R, Espejo-Garcés T, Martínez-Martínez A, Zurita-Ortega F, Castro-Sánchez M, Ruiz GR. (2018). Agressive behavior, victimization, and problematic use of video games in schoolchildren of primary education from the province of Granada. Revista Complutense de Educación, 29(4), 1011-1024.
• Craig W, Harel-Fisch Y, Fogel-Grinvald H, Dostaler S, Hetland J, Simons-Morton B, et al. (2009). A cross-national profile of bullying and victimization among adolescents in 40 countries. International Journal of Public Health, 54, 216–224. https://doi.org/10.1007/s00038-009-5413-9
• Dölek N. (2002). Öğrencilerde zorbaca davranışların araştırılması ve bir önleyici program modeli [Investigation of bullying behaviors in students and a preventive program model] (dissertation). İstanbul. Unıversity of Marmara.Turkish.
• Fenny O, Falola MI. (2020). Prevalence and correlates of bullying behavior among Nigerian middle school students. International Journal of Offender Therapy and Comparative Criminology, 64(5), 564–585. https://doi.org/10.1177/0306624X209 02045
• Gökbulut B. (2020). The relationship between peer challenge and digital game addiction of secondary school students. Karaelmas Journal of Educational Sciences, 8(1), 89-100. Retrieved from https://dergipark.org.tr/en/pub/kebd/issue/67224/1049174
• Gürarslan Baş N, Karatay G. (2020). Effects of technology usage on the addictive behaviors of secondary school students. Perspectives in Psychiatric Care, 56(4), 871–877. https://doi.org/10.1111/ppc. 12504
• Güvendi B, Tekkurşun Demir G. Keskin B. (2019). Digital game addiction and aggression in secondary school students. OPUS International Journal of Society Researches, 11(18), 1194-1217. https://doi.org/10.26466/opus.547092
• Hafeez M, Idrees MD, KimJY. (2017). Game Addiction: A brief review. International Journal of Scientific Engineering and Research, 5(10), 99-104.
• Han Z, Zhang G, Zhang H. (2017). School bullying in Urban China: Prevalence and correlation with school climate. International Journal of Environmental Research and Public Health, 14(10), 1116. ttps://doi.org/10.3390/ijerph14101116
• Hazar Z, Ekici F. (2021). Investigation of the relationship between digital game addiction and cognitions bullying of secondary school students. Gazi Journal of Physical Education and Sport Sciences, 26 (1), 1-15.
• Hazar Z, Hazar M. (2017). Digital gaming addiction scale for children. International Journal of Human Sciences, 14 (1), 204-216.
• Kılıç KM. (2019). Ergenlerde dijital oyun bağımlılığı, zorbalık bilişleri ve empati düzeyleri arasındaki ilişkiler [Relationships between Digital Game Addiction, Bullying Cognitions and Empathy Levels in Adolescents]. Elementary Education Online Ilköğretim Online, 18(2), 549-562.Turkish.
• King DL, Delfabbro PH, Griffiths MD. (2013). Principles of addiction. Comprehensive Addictive Behaviors and Disorders,1, 819–825. https://doi.org/10.1016 /B978 -0-12-398336-7.00082-6
• Korkmaz Ö, Korkmaz Ö. (2019). Middle school students’ game addictive levels, game habits and preferences. İnönü University Journal of the Faculty of Education, 20(3), 798-812. https//doi.org/10.17679/inuefd.505 200
• Malone M, Cornell D, Shukla K. (2017). Association of grade configuration with school climate for 7th and 8th grade students. School Psychology Quarterly, 32(3), 350–366. https://doi.org/10.1037/spq0000174
• Männikkö N, Mendes L, BarbosaF, Reis LP. (2014). Health determinants related to digital game playing: a systematic review. Journal of Health Science, 4(3), 53-63. https://doi.org/10.5923/j.health.20140403.02
• Menesini E, Salmivalli C. (2017). Bullying in schools: The state of knowledge and effective interventions, Psychology, Health& Medicine, 22 (1), 240-253. https://doi.org/10.1080/13548506.2017.1279740
• Meral B, Çağlar S. (2021). Siber zorbalık: Çocuklarda zorbalığın yeni dönemi ve hemşirelik yaklaşımları [Cyber Bullying: The New Period of Childhood and Nursing Approaches in Children]. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 14(3), 261-267.
• Mischel J,Kitsantas A.(2020). Middle school students' perceptions of school climate, bullying prevalence, and social support and coping. Social Psychology Education, 23, 51–72. https://doi.org/10.1007/s11218 -019-09522-5 Şahin M, Akbaba S. (2010). İlköğretim okullarında zorbaca davranışların azaltılmasına yönelik empati eğitim programının etkisinin araştırılması [Investigating the efficiency of emphaty training program for preventing bullying behaviors in primary schools]. Kastamonu Eğitim Dergisi, 18, 331-342.
• Sezen MF, Murat M. (2018). Examination of the relationship between the bullying in adolescents, ınternet addiction and levels of emotional intelligence. OPUS International Journal of Society Researches, 9(16), 160-182.
• Talan T, Kalınkara Y. (2020). Investigation of secondary school students' tendencies to playing digital games and computer game addiction levels: The case of Malatya province. Journal of Instructional Technologies and Teacher Education, 9 (1), 1-13.
• Wang CW, Chan CL, Mak KK, HoSY, Wong PW, Ho RT. (2014). Prevalence and correlates of video and internet gaming addiction among Hong Kong adolescents: A pilot study. The Scientific World Journal, 2014, 874648. https://doi.org/10.1155/2014 /874648
• Yağmur R, Yıldız Y. (2021). Investigation of the effect of secondary school students' digital game playing levels on loneliness. Pakistan Journal of Medical& Health Sciences, 15(3), 948-953.
• YalakiZ, Taşar M. (2019). Do online gaming features in adolescents cause peer bullying? Ege Journal of Medicine, 58(4), 336-343.
• Zych I, Farrington DP, Llorent VJ, Ttofi MM. (2017). Protecting children against bullying and its consequences. New York: Springer.