Relationship Between Internet Gaming Patterns, Game Genres, and Gaming Psychological Motivations Among Students.
Background: Understanding the factors shaping students' tendencies toward online gaming patterns is crucial for addressing psychological and educational challenges. Objectives: The present study aimed to examine how internet gaming patterns, preferred genres, and psychological motivations are relate...
| Publicado en: | International Journal of High Risk Behaviors & Addiction Vol. 14; no. 4; pp. 1 - 10 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Brieflands
Dec2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=190966580&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 190966580 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 22518711 GXL2 jtl: International Journal of High Risk Behaviors & Addiction issn: 22518711 maglogo: N pubinfo: dt: Dec2025 vid: 14 iid: 4 pid: 69510 pub: Brieflands place: , <Blank> artinfo: ui: 190966580 190966580 190966580 10.5812/ijhrba-163653 190966580 ppf: 1 ppct: 9 formats: tig: atl: Relationship Between Internet Gaming Patterns, Game Genres, and Gaming Psychological Motivations Among Students. aug: au: Fard, Farzin Forouzani Pourmohamadreza-Tajrishi, Masoume Vahedi, Mohsen affil: Department of Clinical Psychology, Faculty of Behavioral Sciences and Mental Health, University of Social Welfare and Rehabilitation Sciences, Tehran, IR Iran sug: subj: Internet Addiction Complications Video Games Adverse Effects Students Psychosocial Factors Motivation Evaluation Video Games Psychosocial Factors Internet Addiction Prevention and Control Mental Health Evaluation Interpersonal Relations Evaluation Human Funding Source Male Female Child Adolescence Cross Sectional Studies Descriptive Research Correlation Coefficient Avoidance (Psychology) Skill Acquisition Iran Emotions Academic Performance Professional Role Self Report Analysis of Variance Regression Questionnaires Multivariate Analysis Confidence Intervals Parents Psychosocial Factors Educational Status Economic Status Chi Square Test Post Hoc Analysis Linear Regression Nonparametric Statistics Parametric Statistics Pearson's Correlation Coefficient Coping Descriptive Statistics Data Analysis Software Child: 6-12 years Adolescent: 13-18 years Male Female ab: Background: Understanding the factors shaping students' tendencies toward online gaming patterns is crucial for addressing psychological and educational challenges. Objectives: The present study aimed to examine how internet gaming patterns, preferred genres, and psychological motivations are related to students' experiences in Tehran. Materials and Methods: A descriptive, cross-sectional, correlational design was used to examine these relationships. This descriptive cross-sectional study recruited 708 students (248 girls and 460 boys; ages 12 - 18) from Tehran using convenience sampling in 2023 - 2024. Data were collected via a structured questionnaire assessing internet gaming addiction, psychological motivations for gaming, and a genres checklist. The sample size was determined using Cochran's formula (n = 708) with a 95% confidence level (z = 1.96) and 0.05 margin of error, accounting for a 10% anticipated dropout. Analyses included chi-square tests, ANOVA, Brown-Forsythe tests, stepwise linear regression, and Tukey's post hoc tests, with significance set at P < 0.05. Analyses were performed in SPSS version 26. Results: Significant genre effects on motivation emerged (P < 0.05). Action and Strategic genres yielded the highest motivation and engagement, with large between-genre contrasts. Social-emotional patterns showed substantial explained 46% of variance, driven by escape (β ≈ 0.66) and coping (β ≈ 0.40), controlling for age and gender. Academic-professional patterns explained 42%, with escape (β ≈ 0.65) and coping (β ≈ 0.53); skill contributed (β ≈ 0.34). All predictors were significant at P < 0.05. Across patterns, escape produced the largest effect (r ≈ 0.64; 0.66). Coping, imaging, and skill showed moderate-to-high associations (social-emotional: r ≈ 0.40 - 0.66; academic-professional: r ≈ 0.55 - 0.64). Entertainment links were weaker but significant (≈ 0.35 - 0.36; P < 0.05). Overall, effect sizes ranged mid-to-high (approximately r or β ≈ 0.40 - 0.66) with meaningful variance explained. Conclusions: The findings highlight targets for prevention and school-based interventions that address underlying psychological motivations, social context, and family dynamics to reduce problematic gaming. Interventions should promote healthy coping strategies, digital literacy, and time management, with a focus on engaging parents, training teachers, and expanding accessible support services to mitigate adverse academic and social outcomes and foster resilience, and responsible technology use among students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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