The Association between Excessive Internet Gaming Behavior and Immersive Tendency, Mediated by Attention Deficit/Hyperactivity Disorder Symptoms, in Korean Male University Students

Jung, Dooyoung; Shim, Eun Jung; Hyeonggyu, Park; Lee, Kwanglo; Sangil, Lee; Kim, Eun Young; Chang, Jae Seung; Jeong, Seong Hoon; Kim, Yeni; Ahn, Yong Min; Hahm, Bong Jin

doi:10.30773/pi.2019.0173

Cited by 13 publications

(11 citation statements)

References 33 publications

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“…16 For college students, the presence of probable ADHD is related to the severity of IGD symptoms and mediates the effect of immersive tendency on IGD. 11,17 Additionally, the association between ADHD and IGD may differ across cultures. 18 Hopelessness refers to the cognitive patterns which characterized by the pessimistic attitude or the negative expectations about the future.…”

Section: Introductionmentioning

confidence: 99%

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Associations Between Attention Deficit/Hyperactivity Disorder and Internet Gaming Disorder Symptoms Mediated by Depressive Symptoms and Hopelessness Among College Students

Chen¹,

Dai²,

Shi³

et al. 2021

NDT

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Purpose: The mediating role of depressive symptoms and hopelessness on the relationship between attention deficit/hyperactivity disorder (ADHD) and internet gaming disorder (IGD) symptoms has not yet been elucidated. This study assessed this mediating effect in college students. Participants and Methods: Participants consisted of 1236 freshmen recruited at a local university. Symptoms of ADHD, IGD, depression and hopelessness were measured using self-report scales. The effect of ADHD on IGD mediated by depression and hopelessness was analyzed by Haye's PROCESS macro for SPSS (Model 6) using the bias-corrected percentile bootstrap method with 5000 bootstrapped samples. Results: Symptoms of ADHD, depression and hopelessness were common in college students and were strongly associated with the appearance of IGD symptoms. ADHD symptoms of college students impacted their IGD symptoms directly and indirectly via depressive symptoms and hopelessness. The total effect of ADHD symptoms on IGD symptoms was 0.075 (standard error [SE]: 0.009, 95% confidence interval [CI] 0.057, 0.093), with a direct effect of 0.037 (SE: 0.010, 95% CI 0.018, 0.056, effect ratio: 49.3%), and total indirect effect was 0.038 (SE: 0.005, 95% CI 0.029, 0.050, effect ratio: 50.7%). Conclusion: Depressive symptoms and hopelessness can mediate the relationship between ADHD and IGD symptoms among college students. These findings point to the importance of evaluating ADHD, depressive and hopelessness symptoms for the prevention and treatment of adult IGD.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Associations Between Attention Deficit/Hyperactivity Disorder and Internet Gaming Disorder Symptoms Mediated by Depressive Symptoms and Hopelessness Among College Students

Chen¹,

Dai²,

Shi³

et al. 2021

NDT

View full text Add to dashboard Cite

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“…Attention-deficit/hyperactivity disorder (ADHD) has been regarded as one of the most prevalent comorbidities of IGD besides depressive and anxiety disorders (Anderson et al, 2017;Carli et al, 2013;Gonzalez-Bueso et al, 2018b;Yen et al, 2017). Recent crosssectional studies with community samples found that ADHD symptoms were closely associated with IGD symptoms (Aggarwal, Saluja, Gambhir, Gupta, & Satia, 2020;Evren, Evren, Dalbudak, Topcu, & Kutlu, 2019a, 2019bJung et al, 2020;Stavropoulos et al, 2019). Several community-based longitudinal studies indicated that ADHD was a predictor of the development of IGD (Ferguson & Ceranoglu, 2014;Peeters, Koning, & van den Eijnden, 2018;Wartberg et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Impact of attention‐deficit/hyperactivity disorder comorbidity on longitudinal course in Internet gaming disorder: a 3‐year clinical cohort study

Lee

Bae

Kim

et al. 2021

Child Psychology Psychiatry

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Background: Although attention-deficit/hyperactivity disorder (ADHD) symptoms were identified as a key risk factor for Internet gaming disorder (IGD), the effect of ADHD comorbidity on longitudinal course of IGD in the clinical population remains to be further examined. This study aimed to investigate whether ADHD comorbidity in IGD patients affects the recovery, recurrence rates, and trajectories of IGD symptoms, and examine the relationship between the changes in IGD and ADHD symptoms. Methods: The study included 128 IGD patients without any psychiatric comorbidities (pure-IGD group) and 127 IGD patients with comorbid ADHD (ADHD-IGD group) aged 11 to 42 years. IGD and ADHD were diagnosed according to DSM-5 criteria at enrollment. Participants were offered 8-week treatment with additional care provided as needed and followed up over a 3-year period. IGD diagnosis was reassessed annually and used as a dichotomous outcome. The severity of IGD and ADHD symptoms was measured using the Young Internet Addiction Scale and the Korean ADHD rating scale, respectively, at baseline and each annual follow-up. Results: The recovery rates of IGD by Year 3 were 60% and 93% in ADHD-IGD and in pure-IGD groups, respectively. The ADHD-IGD group showed lower rates of recovery, higher odds of recurrence within 1 year, and higher severity of IGD symptoms over time than the pure-IGD group. Family environment was also associated with the trajectories of IGD symptoms. The changes in ADHD symptoms were significantly associated with the changes in IGD symptoms. Conclusions: This study found that ADHD comorbidity in IGD patients was associated with poor clinical course of IGD and that the changes in ADHD symptoms were associated with the changes in IGD symptoms over time. Our findings suggest that evaluation and treatment of ADHD symptoms and family environment in IGD patients may be important in improving the prognosis of IGD.

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“…More recently, however, researchers have taken a converse position claiming that bringing the formalized competitive video-gaming teams to campus is influencing students, especially males, in leadership and improved academic performance (Jung et al, 2020;Walters et al, 2019). To understand how the video-gaming debate moved to extreme ends of the spectrum, from one of distaste to tolerance to acceptance, a review of how video games found their place in the universities' history is in order (Consolazio, 2018;Scholz, 2019a;Schwartz, 2017).…”

Section: Esports: As Collegiate Athletics As Industry As Extracurricularmentioning

confidence: 99%

“…Across the world, university leaders recognized how students, especially young men, have been drawn to these competitive video games (Baltezarević & Baltezarević, 2018;Hallmann & Giel, 2018;Lenhart, 2015;Scholz, 2019b). Thus, there has been a push by both industry and higher education to use gaming as a lucrative recruitment tool into each respective environment (Jung et al, 2020;Kauweloa & Winter, 2019).…”

Section: Esports: As Collegiate Athletics As Industry As Extracurricularmentioning

confidence: 99%

An analysis of undergraduate heavy-video-gaming students : developing technology-enhanced learning-support areas based on gaming and study practices

Todd¹

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Video-gaming has become a popular extracurricular option for students in higher education. More than 70 percent of undergraduate students reported they played video-games at some level, with heavy-video-gaming students reporting they invest over 14 hours a week on games. When extracurricular activities take 14 or more hours of commitment, students' academic performance is at risk of falling. However, not much is known about the heavy-video-gaming students, their gaming and study practices, and whether new technology-enhanced academic learning supports may meet their needs. A conceptual framework using study habits and attitudes, academic performance, and activity theory provided a lens to view the research. This exploratory study applied a qualitative virtual ethnography methodology and interviews to investigate the gaming and study practices of 93 heavy-video-gaming students. Results indicate five study organizational approaches the video-gaming participants use in their study practices. In addition, five types of heavy-video-gaming students have been explored. More specifically, the findings unveil the contrast between undergraduate video-gaming students' study and gaming practices. For example, the results indicate that playing games offer the video gaming students a mental break they feel they need to take from their university studies, and students play games as a reward for their study efforts. Additionally, video-gaming students desire that their studies provide them with some ongoing reward system, similar to rewarding systems in games. Finally, learning supports for gaming students have been developed. This new knowledge about the study practices of video-gaming students can be used by educational professionals as a basis for developing and implementing technology-enhanced academic learning supports to align with video-gamer student needs.

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The Association between Excessive Internet Gaming Behavior and Immersive Tendency, Mediated by Attention Deficit/Hyperactivity Disorder Symptoms, in Korean Male University Students

Cited by 13 publications

References 33 publications

Associations Between Attention Deficit/Hyperactivity Disorder and Internet Gaming Disorder Symptoms Mediated by Depressive Symptoms and Hopelessness Among College Students

Associations Between Attention Deficit/Hyperactivity Disorder and Internet Gaming Disorder Symptoms Mediated by Depressive Symptoms and Hopelessness Among College Students

Impact of attention‐deficit/hyperactivity disorder comorbidity on longitudinal course in Internet gaming disorder: a 3‐year clinical cohort study

An analysis of undergraduate heavy-video-gaming students : developing technology-enhanced learning-support areas based on gaming and study practices

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