Relationship between passion for playing video games and behavioral school engagement: Mediation through time spent playing
The aim of this study was to examine the relationship of harmonious and obsessive passion for playing video games with behavioral school engagement, and to determine whether these two types of passion are indirectly related to behavioral school engagement through time spent playing video games. Data...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Masaryk University
2022-06-01
|
| Series: | Cyberpsychology: Journal of Psychosocial Research on Cyberpspace |
| Subjects: | |
| Online Access: | https://cyberpsychology.eu/article/view/15298 |
| _version_ | 1797248166685310976 |
|---|---|
| author | Martina Lotar Rihtarić Ivana Vrselja Ajana Löw |
| author_facet | Martina Lotar Rihtarić Ivana Vrselja Ajana Löw |
| author_sort | Martina Lotar Rihtarić |
| collection | DOAJ |
| description | The aim of this study was to examine the relationship of harmonious and obsessive passion for playing video games with behavioral school engagement, and to determine whether these two types of passion are indirectly related to behavioral school engagement through time spent playing video games. Data for this correlational, on-line study were collected from a convenience quota sample of 568 high-school students (55.5% boys) between 14 and 19 years old (M = 15.89; SD = 1.16). Participants self-reported their passion for playing video games, the amount of time they spent playing video games, and their behavioral school engagement. Path analysis showed that both harmonious and obsessive passion exerted direct effects on behavioral school engagement, as well as indirect effects through time spent playing video games. Higher harmonious passion was directly related to higher school engagement, but it was also indirectly related to lower school engagement because of its association with more time spent playing video games. In contrast, higher obsessive passion was related to lower school engagement both directly as well as indirectly through its association with more time spent playing. The results are discussed in the context of the dualistic model of passion.
|
| first_indexed | 2024-04-24T20:10:16Z |
| format | Article |
| id | doaj.art-c350c5a048804da8b2343446d830cd25 |
| institution | Directory Open Access Journal |
| issn | 1802-7962 |
| language | English |
| last_indexed | 2024-04-24T20:10:16Z |
| publishDate | 2022-06-01 |
| publisher | Masaryk University |
| record_format | Article |
| series | Cyberpsychology: Journal of Psychosocial Research on Cyberpspace |
| spelling | doaj.art-c350c5a048804da8b2343446d830cd252024-03-23T13:14:17ZengMasaryk UniversityCyberpsychology: Journal of Psychosocial Research on Cyberpspace1802-79622022-06-0116310.5817/CP2022-3-7Relationship between passion for playing video games and behavioral school engagement: Mediation through time spent playingMartina Lotar Rihtarić0Ivana Vrselja1Ajana Löw2Faculty of Education and Rehabilitation Sciences, University of ZagrebDepartment of Psychology, Catholic University of CroatiaFaculty of Education and Rehabilitation Sciences, University of ZagrebThe aim of this study was to examine the relationship of harmonious and obsessive passion for playing video games with behavioral school engagement, and to determine whether these two types of passion are indirectly related to behavioral school engagement through time spent playing video games. Data for this correlational, on-line study were collected from a convenience quota sample of 568 high-school students (55.5% boys) between 14 and 19 years old (M = 15.89; SD = 1.16). Participants self-reported their passion for playing video games, the amount of time they spent playing video games, and their behavioral school engagement. Path analysis showed that both harmonious and obsessive passion exerted direct effects on behavioral school engagement, as well as indirect effects through time spent playing video games. Higher harmonious passion was directly related to higher school engagement, but it was also indirectly related to lower school engagement because of its association with more time spent playing video games. In contrast, higher obsessive passion was related to lower school engagement both directly as well as indirectly through its association with more time spent playing. The results are discussed in the context of the dualistic model of passion. https://cyberpsychology.eu/article/view/15298gamingharmonious passionobsessive passiontime spent playingbehavioral school engagement |
| spellingShingle | Martina Lotar Rihtarić Ivana Vrselja Ajana Löw Relationship between passion for playing video games and behavioral school engagement: Mediation through time spent playing Cyberpsychology: Journal of Psychosocial Research on Cyberpspace gaming harmonious passion obsessive passion time spent playing behavioral school engagement |
| title | Relationship between passion for playing video games and behavioral school engagement: Mediation through time spent playing |
| title_full | Relationship between passion for playing video games and behavioral school engagement: Mediation through time spent playing |
| title_fullStr | Relationship between passion for playing video games and behavioral school engagement: Mediation through time spent playing |
| title_full_unstemmed | Relationship between passion for playing video games and behavioral school engagement: Mediation through time spent playing |
| title_short | Relationship between passion for playing video games and behavioral school engagement: Mediation through time spent playing |
| title_sort | relationship between passion for playing video games and behavioral school engagement mediation through time spent playing |
| topic | gaming harmonious passion obsessive passion time spent playing behavioral school engagement |
| url | https://cyberpsychology.eu/article/view/15298 |
| work_keys_str_mv | AT martinalotarrihtaric relationshipbetweenpassionforplayingvideogamesandbehavioralschoolengagementmediationthroughtimespentplaying AT ivanavrselja relationshipbetweenpassionforplayingvideogamesandbehavioralschoolengagementmediationthroughtimespentplaying AT ajanalow relationshipbetweenpassionforplayingvideogamesandbehavioralschoolengagementmediationthroughtimespentplaying |