Volume 6, Issue 1 (March 2024)
IEEPJ 2024, 6(1): 78-93 |
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Rezaeifard A, Roozegar M, Eftekhari E. (2024). Relationship Between Clinical Disorders and Personality Traits with Addiction to Computer Games in High School Students. IEEPJ. 6(1), 78-93.
URL: http://ieepj.hormozgan.ac.ir/article-1-475-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-475-en.html
1- Assistant Professor of Educational Psychology, Shahid Beheshti Farhangian University of Euclid, Euclid, Iran , akbar.rezaeifard5528@gmail.com
2- Master of Psychology, Arsanjan Islamic Azad University, Arsanjan, Iran
3- Master of Philosophy of Education, Kerman Shahid Bahonar University, Kerman, Iran
2- Master of Psychology, Arsanjan Islamic Azad University, Arsanjan, Iran
3- Master of Philosophy of Education, Kerman Shahid Bahonar University, Kerman, Iran
Abstract: (204 Views)
Objective: The purpose of the present study was to investigate the relationship between clinical disorders and personality traits by emphasizing on computer games in high school students of Marvdasht city.
Methods: This research is practical in terms of its purpose and descriptive of the correlational type based on the method of data collection. The statistical population of this research included all students of the second level secondary schools of Morvdasht city in 2018-2019, and 100 people were selected as the sample size using staged cluster sampling method. To collect data, SCL-90-R test, McCree and Costa (1985) personality traits questionnaire and computer game addiction questionnaire were used. In addition to descriptive methods, Pearson's correlation coefficient, Pearson's correlation and step-by-step regression analysis were used for data analysis.
Results: The results showed that there is a positive and significant relationship between clinical disorders and students' addiction to computer games. Also, there is a negative and significant relationship between all the components of personality traits with the criterion variable of students' addiction to computer games. After performing multiple regression, the obtained R2 value showed that 88% of the total variance of students' dependence on computer games was explained by the variables included in the model. According to the beta values of physical complaints (Beta=0.504), anxiety (Beta=0.337), neuroticism (Beta=0.220), and agreeableness (Beta=0.063) as the strongest variables for predicting students' dependence on computer games.
Conclusions: The findings support the role of personality traits in students' dependence on computer games.
Methods: This research is practical in terms of its purpose and descriptive of the correlational type based on the method of data collection. The statistical population of this research included all students of the second level secondary schools of Morvdasht city in 2018-2019, and 100 people were selected as the sample size using staged cluster sampling method. To collect data, SCL-90-R test, McCree and Costa (1985) personality traits questionnaire and computer game addiction questionnaire were used. In addition to descriptive methods, Pearson's correlation coefficient, Pearson's correlation and step-by-step regression analysis were used for data analysis.
Results: The results showed that there is a positive and significant relationship between clinical disorders and students' addiction to computer games. Also, there is a negative and significant relationship between all the components of personality traits with the criterion variable of students' addiction to computer games. After performing multiple regression, the obtained R2 value showed that 88% of the total variance of students' dependence on computer games was explained by the variables included in the model. According to the beta values of physical complaints (Beta=0.504), anxiety (Beta=0.337), neuroticism (Beta=0.220), and agreeableness (Beta=0.063) as the strongest variables for predicting students' dependence on computer games.
Conclusions: The findings support the role of personality traits in students' dependence on computer games.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/02/15 | Accepted: 2022/08/31 | Published: 2024/03/1
Received: 2022/02/15 | Accepted: 2022/08/31 | Published: 2024/03/1
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