Volume 3, Issue 3 (Autumn 2016)
JECH 2016, 3(3): 24-29 |
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Shoaa Kazemi M, Shahabinezhad Z. Comparison of the Amount of Time Spent on Computer Games and Aggressive Behavior in Male Middle School Students of Tehran. JECH. 2016; 3 (3) :24-29
URL: http://jech.umsha.ac.ir/article-1-230-en.html
URL: http://jech.umsha.ac.ir/article-1-230-en.html
1- Associate Professor, Department of Women and Family Studies, Faculty of Social Sciences and Economics, Alzahra University, Tehran, Iran. , m.shkazemi@alzahra.ac.ir
2- MSc, Department of Counseling, Faculty of Educational Sciences and Psychology, Alzahra University, Tehran, Iran.
2- MSc, Department of Counseling, Faculty of Educational Sciences and Psychology, Alzahra University, Tehran, Iran.
Abstract: (2372 Views)
Background and Objectives: Modern technologies have a prominent role in adolescent's daily life. These technologies include specific cultural and moral patterns, which could be highly effective on adolescents. This research aimed at comparing the amount of time spent on computer games and aggressive behavior in male middle school students of Tehran.
Materials and Methods: This study had a descriptive design. The study population included all male students of middle school of Tehran, and the sample included 120 male students, of which 60 were dependent on computer games with aggressive behavior and 60 were non-dependent on computer games with normal behavior; the sample was randomly selected from Tehran regions (south, north, west, and east regions) with random multi-stage sampling. Data were gathered using questionnaires, including Aggressive Questionnaire (AGQ) and a researcher-made questionnaire consisting of 10 multiple questions that measure the use or non-use of computer games. Data were analyzed using SPSS-19 statistical software. For data analysis, Pearson correlation and t test were used.
Results: The results showed that there was a meaningful relationship between computer gaming and aggressive behavior and also between duration of using computer games and aggressive behaviors (P <0.05).
Conclusions: According to the results, it seems that children could be kept safe from the adverse effects of computer games by controlling the duration and the type of the games that they play.
Materials and Methods: This study had a descriptive design. The study population included all male students of middle school of Tehran, and the sample included 120 male students, of which 60 were dependent on computer games with aggressive behavior and 60 were non-dependent on computer games with normal behavior; the sample was randomly selected from Tehran regions (south, north, west, and east regions) with random multi-stage sampling. Data were gathered using questionnaires, including Aggressive Questionnaire (AGQ) and a researcher-made questionnaire consisting of 10 multiple questions that measure the use or non-use of computer games. Data were analyzed using SPSS-19 statistical software. For data analysis, Pearson correlation and t test were used.
Results: The results showed that there was a meaningful relationship between computer gaming and aggressive behavior and also between duration of using computer games and aggressive behaviors (P <0.05).
Conclusions: According to the results, it seems that children could be kept safe from the adverse effects of computer games by controlling the duration and the type of the games that they play.
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