Violent online game contact and academic procrastination: A moderated mediation model

Abstract

AbstractResearchers have found that violent online game addiction has become a serious global problem that negatively affects younger people. This study used a cross‐sectional research design to examine the effects of violent online game contact on individuals' academic procrastination. We further explored the mediating role of emotional self‐regulation and the moderating role of peer communication in the link between violent online game contact and academic procrastination. A sample of 1132 students completed self‐reported questionnaires regarding violent online game contact, emotional self‐regulation, peer communication, and academic procrastination. Participants were randomly selected from Guangdong Province, China. Results indicated that violent online game contact was positively correlated with academic procrastination, while emotional self‐regulation indirectly affected the relationship. Peer communication played a moderating role in the indirect effect between emotional self‐regulation and academic procrastination. The general pattern of this mechanism illustrates that as peer communication increased, the effects of emotional self‐regulation on academic procrastination decreased. The findings elucidate how and for whom violent online game exposure is related to academic procrastination. This research demonstrates that violent game contact is an important factor affecting academic procrastination, clarifies the role of peer communication and emotional self‐regulation, and provides practical suggestions for preventing academic procrastination in the field of school psychology.