kastamonu eğitim dergisi Kastamonu Education Journal 2147-9844 Kastamonu Üniversitesi 10.24106/kefdergi.1939395 Specialist Studies in Education (Other) Eğitim Üzerine Çalışmalar (Diğer) An Examination of Middle School Students’ Digital Game Addiction and School Engagement Levels Based on the Variable of Participation in School Sports Ortaokul Öğrencilerinin Dijital Oyun Bağımlılığı ve Okula Bağlılık Düzeylerinin Okul Sporlarına Katılım Değişkeni Bakımından İncelenmesi Fakazlı Ahmet Emre POLICE ACADEMY, POLİS VOCATIONAL SCHOOL 04 30 2026 34 2 383 407 12 05 2025 04 16 2026 Copyright © 1995, Kastamonu Eğitim Dergisi 1995 Kastamonu Eğitim Dergisi

The purpose of this study is to examine the levels of digital game addiction and school engagement of middle school students in terms of participation in school sports. The descriptive survey model was used in the study. The population consisted of middle school students aged 10–14 studying in the city center of Kastamonu province during the 2024–2025 academic year. Due to the difficulty of reaching the entire population, purposive and convenience sampling methods were used together. Data were collected using the Personal Information Form, the Digital Game Addiction Scale for Children (DGAC) developed by Hazar and Hazar (2017), and the School Engagement Scale (SES) developed by Fredricks et al. (2005) and adapted into Turkish by Çengel et al. (2017). The data were analyzed using SPSS 26.0 software. The findings revealed that students participating in school sports scored significantly lower on all subdimensions of the DGAC compared to those who did not participate. In contrast, non-participating students demonstrated higher levels of school engagement compared to student-athletes. Regarding gender, female students scored lower than male students in digital game addiction, while differences in school engagement were limited to certain subdimensions. In terms of grade level, 8th-grade students had the lowest mean scores on both scales. Furthermore, a positive and statistically significant relationship was found between all subdimensions of school engagement and digital game addiction. These findings suggest that sports participation may reduce time spent on digital games by promoting healthier and more structured use of leisure time. It can be suggested that the gains provided by sport play a regulatory role in students’ gaming behavior. However, in terms of school engagement, it was determined that students who did not participate in school sports had significantly higher levels of engagement. This situation may be explained by the possibility that the athletic identity of student-athletes takes precedence over their student identity.

Bu çalışmanın amacı, ortaokul öğrencilerinin dijital oyun bağımlılığı ve okul bağlılığı düzeylerini, okul sporlarına katılım değişkeni açısından incelemektir. Araştırmada betimsel tarama modeli kullanılmıştır. Araştırmanın evrenini, 2024–2025 eğitim-öğretim yılında Kastamonu il merkezinde öğrenim gören 10–14 yaş arası ortaokul öğrencileri oluşturmaktadır. Evrenin tamamına ulaşmanın güç olması nedeniyle amaçlı örnekleme ve kolayda örnekleme yöntemleri birlikte kullanılmıştır. Veri toplama aracı olarak Kişisel Bilgi Formu, Hazar ve Hazar (2017) tarafından geliştirilen Çocuklar İçin Dijital Oyun Bağımlılığı Ölçeği (DGAC) ile Fredricks vd. (2005) tarafından geliştirilen ve Çengel vd. (2017) tarafından Türkçeye uyarlanan Okul Bağlılığı Ölçeği (SES) kullanılmıştır. Veriler SPSS 26.0 programı ile analiz edilmiştir. Araştırma bulguları, okul sporlarına katılan öğrencilerin Dijital Oyun Bağımlılığı Ölçeği’nin tüm alt boyutlarında, katılmayan öğrencilere göre anlamlı düzeyde daha düşük puanlar aldığını göstermiştir. Buna karşılık, okul sporlarına katılmayan öğrencilerin okul bağlılığı düzeylerinin, spor yapan öğrencilere göre daha yüksek olduğu belirlenmiştir. Cinsiyet değişkenine göre yapılan analizlerde, kız öğrencilerin dijital oyun bağımlılığı düzeylerinin erkek öğrencilere göre daha düşük olduğu; okul bağlılığı açısından ise farklılıkların yalnızca bazı alt boyutlarla sınırlı olduğu ortaya konmuştur. Sınıf düzeyine göre yapılan değerlendirmelerde ise 8. sınıf öğrencilerinin her iki ölçekte de en düşük ortalama puanlara sahip olduğu tespit edilmiştir. Ayrıca, okul bağlılığının tüm alt boyutları ile dijital oyun bağımlılığı arasında pozitif ve istatistiksel olarak anlamlı ilişkiler bulunmuştur. Bu bulgular, spor etkinliklerinin öğrencilerin boş zamanlarını daha sağlıklı ve yapılandırılmış bir şekilde değerlendirmelerine olanak tanıyarak dijital oyunlara ayrılan süreyi azaltabileceğini göstermektedir. Bu bağlamda, sporun öğrenci davranışlarını düzenleyici bir rol üstlenebileceği söylenebilir. Bununla birlikte, okul bağlılığı açısından değerlendirildiğinde, okul sporlarına katılmayan öğrencilerin bağlılık düzeylerinin spor yapan öğrencilere göre anlamlı düzeyde daha yüksek olduğu belirlenmiştir. Bu durumun, öğrenci sporcuların sporcu kimliklerinin öğrenci kimliklerinin önüne geçmesiyle ilişkili olabileceği düşünülmektedir.

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