Associations between a preference for violent electronic games and adolescents' self-perceptions of problem behaviors and emotions were examined. It was predicted that a preference for violent games would be associated with negative externalizing characteristics, in particular aggressive emotions and behaviors, on the Youth Self-Report (YSR), a standardized self-report measure of adolescent problem behaviors. Thirty-two 11-through 15-year-olds (17 girls) listed and categorized favorite electronic games into one of six predetermined categories and completed the YSR. MANOVA revealed significant relationships between a preference for violent games and the Thought Problems subscale (P < .01) and YSR Total Score (P < .05), with trends noted for the Internalizing (P < .06) and Anxious-Depressed (P < .08) subscales. Expected relationships with externalizing behaviors, including aggression, were not found. However, across all YSR subscales, children with higher preference for violent games had more clinically significant elevations than those with low preference for violent games. On the Total Problems subscale, of the eight children receiving scores in the clinically significant range, six were in the High preference group (three boys and three girls). The failure to find the expected relationships between a preference for violent games and aggressive, externalizing behaviors is puzzling. It is possible that individuals with a preference for violent games may have high exposure to all forms of media violence. Their perceptions of their own behavior, in comparison, may not seem sufficiently aggressive to justify endorsement of problems in this area. Or, playing violent electronic games may promote a disconnection between the emotions normally associated with violence and violent acts. These explanations are consistent with a desensitization model where exposure to media violence decreases sensitivity to aggression. Aggr. Behav. 28:134-144, 2002.

Despite the popularity of violent electronic games, anecdotal evidence suggests that many parents lack even basic information about children's game-playing habits. The goal of the present study was to examine parental knowledge of children's electronic game-playing habits by assessing the congruence between children's and parents' perceptions of child's playing time, parental supervision, game preference, and reaction to actual game-playing. 35 children in Grades 3 to 5 and one parent of each child completed a background questionnaire and played either a violent or nonviolent electronic game. In paired comparisons, parents reported significantly higher estimates of supervision time than children. Most parents either named an incorrect game or were not able to guess their child's favorite game. In 70% of these incorrect matches, children described their favorite game as violent. Parents may underestimate their child's exposure to violence in electronic games. After playing the same electronic game as part of the study, parents reported significantly higher frustration than children. Higher frustration with game-playing could contribute to deficits in parental knowledge of children's playing habits.