The Relationship Between the Digital Game Dependence and Violence Tendency Levels of High School Students
Bibliographic record
Abstract
The aim of this study is to investigate the relationship between digital game dependence levels and violence tendency levels of high school students. In the present research, relational survey model has been used. The population of the study consists of 9th, 10th, 11th grade students in the high schools in Battalgazi and Yeşilyurt districts of Malatya in the spring term of 2018-2019 academic year. Simple random sampling method has been used for our sample selection. Digital Game Addiction Scale (DGAS-7) was used to determine the level of digital game addiction, and Violence Tendency Scale (VRS) was used to determine the levels of violence tendency. DGAS-7 was developed by Lemmens et al. (2009). To determine the problematic digital game behaviors of adolescents between the ages of 12-18. It has been developed by Haskan and Yıldırım to measure the tendency of violence among adolescents. According to the results obtained in our research; according to the monotetic format, 4.6% of the students participating in the research were addicted to digital games, while 95.4% were not dependent. According to the polythetic format, while 21.7% is addicted to digital games, 78.3% is not addicted. There was a statistically significant difference between female and male students in terms of digital game addiction and violence tendency in favor of female students. There was also a significant difference between the levels of digital game addiction and violence tendency according to mobile phone ownership. This difference is in favor of students who do not have mobile phones. There has been a statistically significant difference between the levels of digital game addiction in favor of the students who do not have mobile internet connection, but no significant difference has been found between the levels of violence tendency. There has been a statistically significant difference between non-dependent students in terms of violent tendency levels in terms of digital game addiction in monotetic and polythetic format. The level of violence tendency of non-dependent students is lower than that of dependent students. There has been a statistically significant difference between digital game addiction levels and violence tendency levels according to the duration of digital game play. This difference is in favor of students who play less time in a day. There has been a positive and moderate relationship between digital game addiction levels and violence tendency levels.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.014 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".