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Violent Video Games, Aggressive Behavior, and Social/ School Adjustment (page 2)

By — Video Game Special Edition Contributor
Updated on Feb 25, 2011

Implications:

  1. The results demonstrated that the majority of students are playing violent video games and they play alone, with others present, and, to a lesser extent, with others online.
  2. The results also indicate that there are gender and age differences in game play patterns. Males tend to play video games more frequently than females and younger students play more frequently than older students.
  3. This research also found that frequency of violent video game play, regardless of whether children play alone or with others, is significantly related to more aggressive and less prosocial behavior, decreased feelings of social competence, and difficulties with academic adjustment.
  4. Finally, it is noteworthy that this study finds that children are playing violent video games both alone and with others who are either present or online. Future research should examine the effects of playing with others to determine if there are any differences in what is learned from video games while playing alone versus playing with others.

References

  1. Kent, S. L. (2001). The ultimate history of video games: from Pong to Pokémon and beyond—the story behind the craze that touched our lives. Roseville: Prima.
  2. Roberts, D. F., Foehr, U. G., & Rideout, V. J.. (2005). Generation M: Media in the lives of 8-18 year-olds. Menlo Park, CA: Henry J. Kaiser Family Foundation.
  3. Jansz, J., & Martens, L. (2005). Gaming at a LAN event: The social context of  playing video games. New Media & Society, 7(3), 333-355.
  4. Jansz, J., & Tanis, M. (2007). Appeal of playing online first person shooter games. Cyberpsychology and Behavior, 10, 133-136.
  5. Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on  aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353-359.
  6. Funk, J. B., Buchman, D. B., Jenks, J., & Bechtoldt, H. (2003). Playing violent video games, desensitization, and moral evaluation in children. Applied Developmental Psychology, 24, 413-436.
  7. Gentile, D. A., Lynch, P. J., Linder, J. R., & Walsh, D. A. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27, 5-22.
  8. Bjorkqvist, K., Lagerspetz, K. M. J., Osterman, K. (1992). “The Direct & Indirect Aggression Scales.” Âbo Akademi University, Department of Social Sciences,Vasa, Finland.
  9. Harter, S. (1985). Manual for the self-perception profile for children. Denver, CO; University of Denver.
  10. Dubow, E. F., Kausch, D. F., Blum, M. C., Reed, J., & Bush, E. (1989). Correlates of suicidal ideation and attempts in a community sample of junior high and high school students. Journal of Clinical Child Psychology, 18, 158-166.
  11. Hawkins, J,D,, Guo, J., Hill, K.G., Battin-Pearson-S., Abbott, R.D. (1996). Long-term effects of the Seattle Social Development intervention on school  bonding trajectories. Applied Developmental Science, 5, 225-236.
  12. Roberts, D. F., Foehr, U. G., & Rideout, V. J. (2005). Generation M: Media in the lives of 8-18 year-olds. Menlo Park, CA: Henry J.  Kaiser Family Foundation.

 

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