The relationship between digital game addiction, cyberloafing, and psychological well-being in primary school students

Abstract

Aims: Today, with the advances in technology, the use of devices such as computers, digital game consoles, phones, and tablets has also increased. However, with the widespread use of internet access, digital platforms have started to be used frequently in interpersonal interaction and relations. The use of digital games and the internet, where the user age is in a wide range, has decreased to very young ages, and the time spent by individuals in games and on the internet has gradually increased. In this context, the duration of stay in the digital environment can be seen as an important criterion in terms of addiction. Spending excessive time in the digital environment can cause individuals to be adversely affected by psychosocial aspects. The purpose of our study is to reveal the reasons for the complex and multifaceted relationship between cyberloafing, digital game addiction, and well-being, and to discuss potential solutions. Methods: This study was designed as a cross-sectional study. The study group was formed of 1330 students in the second stage of primary education in grades, 5, 6, 7, and 8, in state schools. The sample Group consisted of 614 females and 716 males in almost the same age group. The game addiction scale, perceived cyberloafing scale, and psychological well-being scale were applied to students. The necessary permission to conduct the study was obtained from, then the data were collected in face-to-face interviews on a voluntary basis. The data obtained in this study were analyzed statistically using SPSS vn. 23 and AMOS 23 software. Results: The Gaming Addiction Scale score was determined to be mean 42.09 for the whole group, 36.96 for females, and 46.96 for males. The Cyberloafing Scale score was determined to be a mean of 24.01 for the whole group, 21.94 for females, and 25.79 for males. The Psychological Well-Being Scale score was found to be a mean of 30.60 for the whole group, 32.02 for females and, 29.39 for males. A positive correlation was observed between gaming addiction and, cyberloafing, (p=0.00) and both of these conditions were determined to be negatively correlated with psychological well-being. (p=0.00) Conclusion: Activities to support students’ psychological well-being can help prevent vicious cycles between cyberloafing, game addiction, and psychological well-being by contributing to controlling cyberloafing and game addiction tendencies.