Young children's video/computer game use: relations with school performance and behavior.
Young children's video/computer game use: relations with school performance and behavior.
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DOI：
10.1080/01612840903050414
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发表时间：
2009-10
影响因子：
2.1
通讯作者：
Tyler S
中科院分区：
文献类型：
--
作者：
Hastings EC;Karas TL;Winsler A;Way E;Madigan A;Tyler S
这项研究考察了儿童玩电子游戏的数量和内容与行为和学习成绩的关系。本研究探讨了游戏情境、儿童性别和父母监督之间的关系。通过家长报告儿童的游戏、行为和在校表现获得数据。结果表明，玩游戏的时间与攻击性呈正相关，与学校能力呈负相关。暴力内容与注意问题呈正相关，教育内容与注意问题呈负相关。教育游戏与良好的学业成绩有关。结果表明，暴力游戏和大量玩游戏与麻烦的行为和学习成绩有关，但教育性游戏可能与积极的结果有关。性别和父母监督都不是这些影响的重要调节因素。
This study examined the amount and content of children’s video game playing in relation with behavioral and academic outcomes. Relationships among playing context, child gender, and parental monitoring were explored. Data were obtained through parent report of child’s game play, behavior, and school performance. Results revealed that time spent playing games was related positively to aggression and negatively to school competence. Violent content was correlated positively and educational content negatively with attention problems. Educational games were related to good academic achievement. Results suggest violent games, and a large amount of game play, are related to troublesome behavioral and academic outcomes, but educational games may be related to positive outcomes. Neither gender nor parental monitoring emerged as significant moderators of these effects.