Children’s mobile-gaming preferences, online risks, and mental health

Abstract

This study examined the relationships between children’s mobile gaming preferences, online risks, and mental health. Data were obtained from a sample of 2,702 third and fourth grade students from 16 elementary schools in Taiwan and 9 schools in China. A self-administered questionnaire was used. The mental state of the children who participated in the study was assessed using the Strengths and Difficulties Questionnaire (SDQ), while mobile gaming addiction was assessed using the short form of the Internet Gaming Disorders Scale (IGDS9-SF). The results showed that about 54% of children played mobile games with others (multi-player), while 31% played mobile games alone, and 15% did not play mobile games. Multiple logistic regression results indicated that behaviors such as participating in multi-player games, playing violent games, a poor parent-child relationship, and living in a rural area were associated with a greater risk of mobile gaming addiction. Involvement in multi-player games, playing violent games, mobile gaming addiction, and exposure to mobile violence/pornography were associated with greater risks of cyber aggression/victimization. Multiple regression results showed that being a multi-player, playing violent games, mobile gaming addiction, exposure to violence/pornography, exposure to cyber aggression/victimization, and having a poor parent-child relationship were associated with emotional and behavioral problems.

Cyberbullying and mental health: past, present and future

“…This cluster has keywords such as social anxiety, racism, pandemics, physiological distress, COVID-19, college students, workplace, etc. According to Hou et al ( 2022 ), there has been an increase in cyberbullying cases due to increased screen time during the COVID-19 pandemic. Studies on college students suggest that the unguided authority to surf the internet has made the collegiate to fall prey to cyberbullies or, in some cases, become one, knowingly or unknowingly (Naik et al, 2021 ).…”

Upaya Guru Pendidikan Agama Islam dalam Mengatasi Dekadensi Moral Peserta Didik di SMP Al-Ma’arif NU Merauke

“…Terutama terkait pendidikan anaknya, hanya diserahkan secara totalitas kepada pihak lain, seperti sekolah, tempat-tempat mengaji dan tempat lain yang menjadi tempat pendidikan untuk anak tanpa memperhatikan perkembangannya. Dalam hal ini, relasi yang buruk di antara orang tua dan anak menjadi pemicu atas lahirnya masalahmasalah peserta didik (Hou et al, 2022). Sejalan dengan itu, Frolova & Rogach (2021) mengatakan bahwa digitalisasi pendidikan perlu diimbangi tidak hanya dengan kemapanan teknologi yang digunakan tetapi juga penyediaan materi pendidikan; konten pengembangan kompetensi, minat dan keterampilan; serta pelayanan komunikasi.…”