Compulsive gaming in secondary school students from five Peruvian cities: Usage and addiction to the Pokémon GO game

Mejía, Christian R.; Mena, Lienneke S.; Mogollón, César A.; Figueroa-Romero, Rocío; Hernández-Calderón, Edgardo N.; Aguilar-Fernández, Andrés M.; Chacón, Jhosselyn I.; Miñan-Tapia, Armando; Tovani‐Palone, Marcos Roberto; Hernández-Arriaga, Gustavo

doi:10.29333/ejgm/114664

Cited by 8 publications

(20 citation statements)

References 15 publications

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“…The current study sample had a mild level of IA, which is inconsistent with Guo and colleagues' findings that universitylevel students had moderate to severe levels of IA among university-level students [16]. In addition, it was found that 44% and 23% of students were addicted to the Internet and video games, respectively [39]. In the present study, students with experience of being online four years or under failed to cut down on the amount of time they spent online compared to students with over four years of experience.…”

Section: Internet Addiction (Ia)contrasting

confidence: 99%

Differences in Cyberchondria, Internet Addiction, Anxiety Sensitivity, Health Anxiety, and Coronavirus Anxiety Among Students: A Web-Based Comparative Survey

et al. 2022

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Background: Students' health-related anxiety may exacerbate cyberchondria and internet addiction (IA), especially during pandemics such as the Coronavirus disease 2019 (COVID-19). However, the associations of students' demographic and academic characteristics with cyberchondria, anxiety, and IA have not yet been examined. Aim:The present study aimed to compare university-level students' scores in cyberchondria, IA, and anxiety (i.e. anxiety sensitivity, health anxiety, and coronavirus anxiety) based on students' characteristics of number of years online, grade point average (GPA), the field of study, year of study, gender, and the availability of Internet access at school. Methods: Data were collected using valid questionnaires from 143 university-level students via a web-based survey.Results: Cyberchondria levels were moderate, IA mild, anxiety sensitivity low, health anxiety typical, and coronavirus anxiety functional. No significant differences in the total scores of the compared variables were noted between the compared groups. However, some individual items differed, as follows: 1) Cyberchondria differed according to the student's GPA and the availability of the Internet access at school and 2) IA differed according to all characteristics; and 3) anxiety sensitivity and health anxiety differed according to students' GPA. Conclusions:The students did not demonstrate high levels of cyberchondria, IA, anxiety sensitivity, or anxiety caused by searching for online health information. Conceptual differences in the concepts can be used in designing interventions to help students prevent and manage such challenges and address avoidance behaviors.

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Section: Internet Addiction (Ia)contrasting

confidence: 99%

Differences in Cyberchondria, Internet Addiction, Anxiety Sensitivity, Health Anxiety, and Coronavirus Anxiety Among Students: A Web-Based Comparative Survey

et al. 2022

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“…Of a total of 1567 potential records, 428 duplicate records were removed. In total, 1139 articles were evaluated by reviewing the title and abstract, and 24 passed to the full-text review phase [ 19 , 20 , 21 , 22 , 23 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 ]. Finally, six met the selection criteria and were included in the systematic review.…”

Section: Resultsmentioning

confidence: 99%

“…Finally, six met the selection criteria and were included in the systematic review. Regarding the excluded articles, ten were not included because they did not report results on GD [ 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 52 ], five studies were excluded because they were instruments or validations of GD [ 23 , 43 , 44 , 45 , 46 ], two studies did not include the target population (LAC) [ 47 , 48 ], and one study was excluded because it had the same results as an already included study population [ 49 ] ( Figure 1 ).…”

Section: Resultsmentioning

confidence: 99%

Prevalence and Factors Associated with Gaming Disorder in Latin America and the Caribbean: A Systematic Review

Hernández-Vasquéz

Vargas-Fernández

Visconti-Lopez

et al. 2022

IJERPH

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We aimed to determine the prevalence and factors associated with gaming disorder (GD) in the population of Latin America and the Caribbean (LAC). A systematic review was performed (PROSPERO protocol registration: CRD42021230565). We included studies that identified participants with GD and/or factors associated with this condition, reported the prevalence of GD, or contained data that assisted in its estimation, were published after 2013 (the year of inclusion of GD in the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders) and were carried out in a population residing in an LAC country. Evaluation of the quality of the studies was carried out using the Joanna Briggs Institute Critical appraisal checklist tool. A qualitative synthesis of the data was performed. Of the total of 1567 records identified, 25 passed the full-text review phase, and 6 met the selection criteria. These studies were published between 2018 and 2021 and had a cross-sectional design (three in Brazil, one in Ecuador, Mexico, and the other was multi-country, including a LAC country [Peru]). The prevalence of GD ranged from 1.1% to 38.2%. The three studies in Brazil had the highest figures of GD prevalence (20.4–38.2%). Four studies evaluated factors associated with GD. Characteristics regarding the game (type), pattern of use (hours played), as well as gender (higher in men), tobacco and alcohol consumption, poor interpersonal relationships, and the presence of mental disorders were found to be associated with GD in LAC. Evidence on the prevalence and factors associated with GD in LAC is limited. Studies on GD in LAC evaluate different population subgroups, describing a wide prevalence of this condition (present in up to 38 out of 100 evaluated). Characteristics such as the type and hours of use of the games, sociodemographic data, lifestyles, interpersonal relationships, and the presence of mental disorders increase the probability of presenting GD.

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“…The problem of cyberbullying is a serious problem for youth as the number of Internet users is growing every year (Yilmaz, 2010;Mejia et al, 2019;Mikhaylovsky et al, 2019;Tabachuk et al, 2018). A significant part of young people use smartphones (de Arriba Pérez et al, 2016;Park & Kim, 2018;Marques & Pitarma, 2016;Jeong, 2017).…”

Section: Review Of Literaturementioning

confidence: 99%

Emotional characteristics of sportsman students engaged in bullying and cyberbullying in relation to migrant students

Garifullin¹

2021

Journal of Human Sport and Exercise - 2021 - Winter Conferences of Sports Science

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The goal of this paper was to find a way to predict cyberbullying based on an assessment of the emotional insensitivity of university and college students. In addition, the goal was to study the intermediate mechanisms of regulating the relationship of emotional insensitivity and cyberbullying. The fundamental basis of this study was the assessment of emotional insensitivity using the method of "Determining the signs of emotional insensitivity". This assessment was made using a questionnaire that included three parts: callousness, indifference, and lack of emotion. This research has shown that empathy mitigates the adverse effects of emotional insensitivity on the processes of justification of immorality and according to the correlation analysis, there is a negative effect of the justification of immorality on cyberbullying. This study is an important step in revealing the emotional characteristics of students who are inclined to engage in cyberbullying. It is shown that the phenomenon of justification of cyberbullying is one of the potential mechanisms by which emotional features begin to affect the ability of students to engage in cyberbullying. Attention to the phenomenon of justification of cyberbullying reveals the relationship of emotional characteristics and cyberbullying. The conclusions of this study can be the basis for successful psychocorrection of students engaged in cyberbullying. The scientific novelty of this research is to reveal the mechanisms of interaction of emotional insensitivity, empathy and justification of immoral behaviour of students engaged in cyberbullying.

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Compulsive gaming in secondary school students from five Peruvian cities: Usage and addiction to the Pokémon GO game

Cited by 8 publications

References 15 publications

Differences in Cyberchondria, Internet Addiction, Anxiety Sensitivity, Health Anxiety, and Coronavirus Anxiety Among Students: A Web-Based Comparative Survey

Differences in Cyberchondria, Internet Addiction, Anxiety Sensitivity, Health Anxiety, and Coronavirus Anxiety Among Students: A Web-Based Comparative Survey

Prevalence and Factors Associated with Gaming Disorder in Latin America and the Caribbean: A Systematic Review

Emotional characteristics of sportsman students engaged in bullying and cyberbullying in relation to migrant students

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