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An exploratory study on association between Internet game contents and aggression in Korean adolescents
Abstract
The debate about the influence of violent game on aggressive behaviors has been going on for decades. The current study aimed to investigate the influence of several variables, such as game use, genre of game, and age ratings of game, on aggression. 1,038 students (aged 12-13) completed questionnaire included information on game and Internet use, aggressive thoughts, feelings, and behavior. Participants were grouped with information on game use for comparisons. Compared to those who did not play games, participants who used games showed a slight increase in aggressive behavior and thoughts. A similar pattern was found for game age ratings. There was no significant difference among the average scores of aggression-related variables in terms of game genre. Although the degree of the increase is not large, this study found that playing video games, especially violent video games, has increased aggressive beliefs.
... Twenty-sevenarticles describe research from North America [20, 44,45,71,72,[75][76][77]85,87,91,93,[95][96][97]99,100,103,105,106,108,111,120,123,[126][127][128]. Twelvestudies were carried out in Asia [25,33,48,53,54,56,59,64,78,81,113,118]. Eightarticles included in this systematic research came from Australia and Oceania [29,52,74,79,80,98,104,119]. ...
... Amazon.jp [33,44,53,59,77,84,96,97,103,108,119]. Except for websites, gaming platforms such as Steam were also used to create game classifications [50,54,73,89]. ...
In the face of the rapid evolution of the gaming market and the puzzling overlap of genres, consistency in classification seems elusive. The purpose of the present review was to explore the classification of video game genres in the context of psychological research. The aim was to address the challenges associated with creating consistent and meaningful classifications of video game genres, considering the rapid evolution of the gaming market and recent tendency to create games that could be classified into multiple genres. We performed a search in four databases according to the PRISMA guidelines and reviewed 96 full-text papers (N = 49 909). Through our findings, we reveal how researchers strive to classify genres and the numerous complications that arise from this pursuit. In the face of these challenges, we propose alternative ways of classifying genres. Our first proposal is a new classification of video game genres based on our literature review. In our second proposal, we advocate a more detailed understanding by focusing on specific gaming mechanics, and thus we introduce the innovative concept of utilizing community-based tags, such as Steam tags, as an alternative to genres in psychological research.
... Katılımcıların yaş grupları çalışmamızdan farklı olsa da benzer sonuçlar diğer çalışmalar da bildirilmiştir. (9,23,24) Şiddet içerikli oyun çocuğun şiddeti uygulayarak öğrenmesine ve bunu normal bir davranış olarak algılayarak gerçek yaşamına aktarmasına sebep olabilir. Ayrıca bu oyunlardaki kazanma hırsı da şiddete eğilime katkı sağlıyor olabilir. ...
... Bir çalışmada da bilgisayarda oyun oynayan çocukların oynamayan çocuklara göre fiziksel saldırganlık ve öfke ortalama puanları daha yüksek bulunmuştur. (23) Bilgisayarda oyun oynamak çocuğu bireyselleştirerek sosyalliğin azalmasına neden olabilir. Sosyalliğin azalması ile birlikte çocuk daha çok içine kapanarak şiddet davranışları gösterebilir. ...
INTRODUCTION: With the development of technology in recent years, computer games have become indispensable for children. However, the excessive play of these games causes some problems. One of these problems is computer game addiction. In this study, it was aimed to investigate the relationship between computer game addiction and tendency to violence. 572 students were included in the study. METHODS: This study is a cross-sectional study. Data were collected by using computer game addiction and tendency to violence scale. A positive relationship was found between computer game addiction and tendency to violence. In the analysis of data, Whitney U, Kruskal Wallis and Sperman's corelation tests, descriptive statistics such as mean, percentage and frequency, were used. RESULTS: Children playing violent content were found to be high all computer game addiction sub-scale scores and total computer game addiction scores according to children who do not play violent games. Computer game addiction subscale scores and total computer game addiction scores and tendency to violence scores of students who play 9-10 hours per day on computer are higher than students who play shorter time. The tendency to violence scale mean score of the children who play computer games is higher than the children who do not play games on the computer. DISCUSSION AND CONCLUSION: As a result with long-term playing violent games on the computer and computer game addiction can be said to increase the tendency to violence.
... No significant gender differences were observed for the hostility, verbal aggression and anger subscales (Cabras et al., 2019). In contrast, other studies found that boys and girls had no significant difference in the frequency of their actual aggressive behavior, and that girls' aggressive behavior was more strongly influenced by their video game playing than boys' (Cho et al., 2017;Sun & Sun, 2021). ...
... Mereka cenderung akan menirukan tokoh yang ada dipermainan tersebut, termasuk perilaku kekerasan yang ada di dalam game. Hal ini sesuai penelitian Cho et al., (2017), game oline terutama yang berbentuk kekerasan telah meningkatkan perilaku dan pikiran agresif. Remaja tidak dapat lagi membedakan antara dunia nyata dan fantasi yang ada di dalam game online. ...
ABSTRAK Penelitian ini bertujuan untuk mengidentifikasi hubungan kecanduan game online dengan identitas diri, interaksi sosial dan perilaku agresif pada remaja. Metode penelitian ini adalah penelitian kuantitatif dengan desain survey cross-sectional. Hasil penelitian ini menunjukkan bahwa mayoritas remaja berjenis kelamin laki-laki (50,1%) dan berada pada kelas IX (38,3%). Rata-rata umur responden adalah 13,34 tahun dengan SD 0,900, uang saku Rp 10.088,47 ribu dengan SD 4020,806, dan lama bermain game dalam sehari adalah 1,546 dengan SD 1,973. Hasil analisis bivariat didapatkan nilai-p untuk variabel identitas diri remaja (p=0.391), interaksi sosial (p=0.000) dan perilaku agresif remaja (p=0.000). Simpulan, tidak ada hubungan antara kecanduan game online dengan identitas diri remaja, ada hubungan yang bermakna antara kecanduan game online dengan interaksi sosial dan menyebabkan perilaku agresif remaja. ABSTRACT The objective of the study was to identify the correlation between online game addiction and adolescents' self-identity, social interaction, and aggressive behavior. This quantitative study was a cross-sectional survey involved 373 adolescents aged between 13-15 years in Lhokseumawe, Aceh Province. Sample selection used Multistage sampling technique. The instruments included the Game Addiction Scale (GAS) for Adolescents, the Social Interaction Questionnaire, the Function Identity Scale, and the Buss-Perry Aggression Questionnaire Scale (BPAQ). Data were analyzed using the independent t-test and MANOVA. Findings of this study found no correlation between online game addiction and adolescent self-identity (p=0.391); there was a correlation between online game addiction and adolescents' social interaction (p=0.000) and aggressive behavior (p=0.000). While addiction to online games will affect adolescents' social interaction and cause aggressive behavior therefore should be treated appropriately by relevant health professionals. PENDAHULUAN Kemajuan teknologi yang semakin pesat dalam beberapa tahun ini menyebabkan peningkatan dalam penggunaan internet. Penggunaan internet menjadi bagian tak terpisahkan dari kehidupan masyarakat dan diakui sebagai bagian penting dari kehidupan modern, hingga bulan Juni 2019, ada lebih dari 4,5 miliar pengguna internet di seluruh
... [25] Moreover, violent video games increased extremist beliefs, aggressive behaviours. [26,27] Internet addiction was an extremely problem with either children or adults. The scientist estimated that if they used too much of the Internet by laptop, smartphone, or other social media tools, they could get some internet addiction symptoms. ...
The development of information communication and technology have changed the entertainment activities of Youth. This research elucidated the knowledge base of Youth Entertainment Activities in Social Media (YEASM) by applying the bibliometric methods for 531 Scopus articles from 2000 to 2021. The results showed the annual growth trend of publications over time, leading the United States. Small and emerging research groups, contributed to the YEASM related research community between 2017 and 2021. The sources were interested in four published themes, including Cyber behaviour and Cyberpsychology, Human-Computer interaction, Business studies, and Tourism studies. In addition, nine themes in YEASM were explored, of which the two most important topics were about virtual games and the well-being of young people. Besides that, two other concerned themes were gender & internet usage and adolescent enjoyment in social media. Moreover, ten topical topics were addressed, in which COVID-19 context was a new approach in several studies. Overall, this research could be valuable reference information for scientists in determining future research directions.
... (d) Many times, esports have become an escape route to solve personal problems. In these cases, addiction problems begin, added to aggressive behavior [52][53][54], especially when gamers are in massive tournaments where pressure and emotional tension are high. As with video games, esports is decidedly dominant in modern culture, particularly among young people, and a safe hobby for most users. ...
The increasing popularity and exponential growth of esports as a worldwide phenomenon has created a whole new industry with important implications for the different key players in the value chain. The digitalization process, which accelerated after the global spread of COVID-19, has introduced a collection of exciting changes to content production and delivery, with the Internet as its fundamental pillar. Knowledge management in successful esports organizations can be associated with their sustainability, continuity, and achievement of long-lasting competitive results in this industry. From a descriptive standpoint, this paper aims to analyze the determinants that have advanced the esports industry, especially in Spain. To achieve this goal, a SWOT analysis is carried out to highlight the keys that have developed this industry. This research contributes to studying the economic impact and the strategies organizations should follow to guarantee their future. Recommendations for both the industry and public administrations are further discussed.
... Özellikle Güney Kore, Tayvan ve Çin'de yoğun düzeyde akıllı telefon kullanımı, sosyal medya, internet ve video oyunları oynama ciddi bir problem olarak görülmektedir. [16][17][18][19] Siber bağımlılık prevalansının dünya genelinde %1,5 ila %8,2 arasında olduğu, ABD'de %3 ila %7, Almanya'da %3, İngiltere'de %18, Çin'de %6, Tayvan'da %17,9, Güney Kore'de %3,5 ila %10,7 arasında değiştiği bildirilmektedir. [20][21][22][23][24][25][26] Ülkemizde yapılan çalışmalara bakıldığında ise; Gökçearslan & Günbatar (2012) lise öğrencileri ile yaptıkları çalışmada öğrencilerin %2,3'ünün siber bağımlılık tanı kriterlerini karşıladıklarını, %17'sinin ise yüksek risk grubunda olduklarını belirlemişlerdir. ...
Siber bağımlılık; sosyal medya kullanımı, internette oyun oynama, çevrimiçi sohbet, çevrimiçi kumar oynama ve akıllı telefon kullanımı gibi siber davranışların aşırı ve zararlı bir şekilde gerçekleştirilmesi olarak tanımlanmaktadır. Bu çalışmada siber bağımlılığa ilişkin yapılan çalışmalar gözden geçirilmiş; siber bağımlılığın kapsamı, tanı kriterleri, nedenleri, ülkemizde ve dünyadaki yaygınlığı ve yasadışı madde kullanımı ile ilişkisi ele alınmıştır. Siber bağımlılık konusunda daha fazla çalışmaya ihtiyaç olması nedeniyle DSM-5’te siber bağımlılık türleri henüz bir bozukluk olarak tanımlanmazken, ICD-11’de sadece oyun oynama bozukluğu tanımlanmıştır. Yapılan çalışmalarda siber bağımlılığın depresyon, anksiyete, madde kullanımı ve diğer pek çok psikiyatrik tanıya eşlik ettiği görülmüştür. Özellikle siber bağımlılık ile madde bağımlılığının nörobiyolojik alt yapısının ve bağımlılığa neden olan psikolojik faktörlerin benzer olduğu bazı araştırmalarda ortaya konulsa da, bu konuda daha fazla çalışmaya ihtiyaç olduğu görülmektedir.
... 4 Thus far, research on video games and aggression has yielded conflicting results. It has been reported that there were no significant differences among game genres in terms of aggression (Cho et al. 2017) and that there was no link between the use of shooting games and aggression (Sferra et al. 2017). However, it has been reported that there was a statistically significant correlation between shooting and fighting games and physical aggression (Dickmeis and Roe 2019). ...
The extremely violent and competitive new game genre battle royale is becoming increasingly popular, as exemplified by Fortnite and PUBG. However, previous research has infrequently extended to the exploration of its detrimental psychosocial effects. Our study conducted an online questionnaire survey recruiting Japanese students (n = 874) who currently play online games on a frequent basis. The findings of path analysis demonstrated that, among the game usage time by genre associated with esports, battle royale (β = 0.09) was the only variable associated with aggressive feelings. Battle royale (β = 0.08) and action (β = 0.08) showed statistically significant correlations with gaming addiction, and battle royale (β = 0.10) and action (β = 0.11) significantly correlated with a sense of underachievement. From the results of this study, it is suggested that the battle royale genre requires more attention than other esports genres, particularly in terms of aggressive feelings.
... Specifically, the internet facilitates greater access not only to other people's experiences but also J o u r n a l P r e -p r o o f to violent media. Children with greater exposure to violent media might acquire different knowledge structures, as they become less sensitive to violence, are more willing to use it, and hence, show greater aggression (Cho, Lee, Choi, Choi, & Kim, 2017;Gentile, Bender, & Anderson, 2017;Greitemeyer, 2018). Hence, greater access to the internet might increase aggression rather than reduce it, suggesting a competing hypothesis. ...
This study examined whether aggression among students in China rose or fell during 2003–2016. We applied a cross-temporal meta-analysis of 90 studies using Aggression Questionnaire (Buss & Perry, 1992) responses by 87,319 students (primary school students through senior high students). The results showed less aggression in later years. The decline in aggression was greater among junior high school students than among other students. Otherwise, the decline in aggression did not differ across gender or across regions (Eastern China, Central China, Western China).
... On the other hand, the pessimistic perspective argues that over the years, the intensity level of college student attacks has increased due to the following reasons. Firstly, the rapid development of the internet has allowed college students to easily access violent media (e.g., violent videos, texts, and games), and exposure to violent media has been shown to positively predict aggression (Cho et al. 2017;Gentile et al. 2017;Greitemeyer 2018). Secondly, most college students in China born in the 1990s and 2000s are the only child in their families. ...
This cross-temporal meta-analysis involved 86 studies (N = 71,397) on aggression among Chinese college students conducted from 2003 to 2017. We collected articles investigating college students’ aggression using the Aggression Questionnaire. The results showed that college students’ aggression generally decreased steadily over 15 years. Compared to 2003, aggression in 2017 decreased by 1.030 standard deviations. The decline in physical aggression, verbal aggression, and hostility among college students were more rapid than anger. College students from the Eastern region of China demonstrated this decline more than those from the Center and Western regions. Both male and female college students showed decreasing aggression, and the decline was larger in males compared to females.
This paper intends to examine the development of conflictual interactions, how they might be resolved, and the socio-cultural norms involved, by adopting an analytical framework in an online gaming context. The current paper was inspired by Kádár and Haugh’s framework as it enables me to investigate both the macro and micro aspects of (im)politeness. The study’s aim is to further examine how impoliteness, language aggression and conflict are realised in two online gaming platforms, namely Fortnite and PUBG Mobile. Thus, I will explore discursively how these phenomena are subjective in a Tunisian Arabic setting and discuss how participants reach their subjective perception of conflict in ways that do not always correspond to the supposed intentions of the ostensible offender. The results indicate that conflict is subjective as it is evaluated in different ways by different gamers and could be a result of a conflictual intention. The findings also reveal that conflict may also be created/ escalated as a result of a non-conflictual intention. Thus, this paper contributes to understanding of conflict, how impoliteness can lead to conflict and the various aspects of impoliteness/the perception of impoliteness.
Aggressive behaviour is one of the problems which have a negative impact on adolescents, especially on their development process. This study aims to determine the extent to which students' aggressive behaviour is predictable by gender and domicile origin. The participants of this study were a total of 2681 Indonesian teenagers aged 14-20 years, that anonymously and voluntarily filled out this instrument. The instrument used was the AF Aggressive Behaviour Instrument Scale (AFABIS), which has been tested for validity and reliability with a significance of 0.08. Furthermore, data testing was carried out using network psychometrics and Rasch analysis. The results from the network psychometrics analysis showed that there was a good structure of participants in terms of gender and domicile origin (city, suburban, rural) and a significant difference in aggressive behaviour as seen from the sparsity that was raised. The results showed that male adolescents tend to show more aggressive behaviour compared to females. Furthermore, it showed that the tendency of displaying aggressive behaviour by adolescents in rural areas is more tenuous compared to those in suburbs of cities and cities. These results may be used as initial data by counselors for psychological intervention on aggressive behaviour featured by adolescents.
Throughout the past decade, numerous states have passed legislation to prohibit the sale of violent video games to children, usually in conjunction with an argument that exposure to violent media increases violent behavior. However, the link between video games and violence is not yet fully understood. This study uses propensity score matching as a method to more adequately address the underlying issue of causality. Using a sample of 6567 8th grade students, these analyses test whether there is a causal link between playing violent video games and violence, non-violent deviance and substance use. Results indicate a substantial decrease in the relationship between video games and these outcomes when a matched sample is used. This suggests that the strength of evidence supporting a relationship has likely been overestimated using other methodologies.
To address the longitudinal associations between adolescents' use of media violence and aggression, 1,715 high school students in Germany participated in 3 measurements over a 2-year period. Self-reported physical aggression and teacher-rated overall aggression were the outcome variables. A destructive testing approach showed that media violence predicted both self-reported physical aggression and teacher-rated aggression over 24 months, controlling for initial aggression as well as several sociodemographic and psychological covariates. Nonviolent media use was unrelated to self-reported or teacher-rated aggression. Latent growth mixture modeling identified 3 trajectories of use - stable low, stable high, and desistance - and parallel trajectories of self-reported physical aggression were found. Participants in the stable high group scored higher on aggressive behavior at the first wave than did stable low users. Desisters differed significantly from stable high users by showing a decrease in aggressive behavior over time. The findings are discussed in terms of the unique role of media violence use as a risk factor for adolescent aggression.
We examined reward and punishment behavior amongmale college students (N = 119) following video gameplay. Most participants (N = 96) were White, theremainder (N = 23) were African American; most were from middle- to upper-middle-class backgrounds. Theparticipants played either a nonviolent (NBA Jam) or oneof three levels of a violent (Mortal Kombat) video game.After playing the video game for 15 minutes participants rewarded and punished a male orfemale confederate in a teacher/learner paradigm.Participants rewarded male (but not female) confederateswith significantly more jellybeans under the basketball condition than under any of the martial artsconditions. Participants rewarded confederates moreunder the NBA Jam condition than any of the MortalKombat conditions, but the Mortal Kombat conditions did not differ significantly from one another.Participants punished confederates significantly moreafter playing Mortal Kombat II than after playing NBAJam. While participants were punished more harshly under the Mortal Kombat II condition than theMortal Kombat conditions, these differences were notsignificant. Post hoc analyses showed that females werepunished significantly more stringently as game violence increased, but this finding should beinterpreted with caution.
Experimental studies show that violent video games cause people to behave more aggressively, but how long does the effect last? In most experiments, aggression is measured immediately after gameplay. The present experiment is the first to test the long-term causal effects of violent video games on aggression. By the flip of a coin, participants played a violent or nonviolent game for 20 min. Within each group, half ruminated about the game. The next day, participants competed with an ostensible opponent on a competitive task in which the winner could punish the loser with painful noise blasts through headphones. Results showed that violent video games increased aggression 24 hr later, but only among men who ruminated about the game. Rumination keeps aggressive thoughts, feelings, and behavioral tendencies active. If players ruminate about the violence in a game, the aggression-stimulating effects of the game persist long after it has been turned off.
The role of cognitive mediators in identifying differences in aggression was examined. Male and female adolescents incarcerated for antisocial aggression offenses and high-school students rated as either high or low in aggression were compared in terms of two sets of cognitive mediators: skills in solving social problems and beliefs supporting aggression. Antisocial-aggressive individuals were most likely (and low-aggressive individuals were least likely) to solve social problems by: defining problems in hostile ways; adopting hostile goals; seeking few additional facts; generating few alternative solutions; anticipating few consequences for aggression; and choosing few "best" and "second best" solutions that were rated as "effective." Antisocial-aggressive individuals were also most likely to hold a set of beliefs supporting the use of aggression, including beliefs that aggression: is a legitimate response; increases self-esteem; helps avoid a negative image; and does not lead to suffering by the victim. The ways in which these findings further elaborate a model of social-cognitive development and extend it to antisocial-aggressive adolescents are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study used a between subjects, post-test only design to test the effects of video game realism (Doom 1 vs. Doom 3) and a control condition on attention, retention and aggressive outcomes. Overall, those who played Doom 3 perceived it as significantly more realistic than those who played Doom 1, thus providing validity for the manipulation. Next, those who played Doom 3 were significantly more attentive and experienced more presence than those who played Doom 1. Furthermore, playing either Doom game resulted in more aggression than playing no game and physically aggressive intentions were higher among those who played Doom 3 as compared to those who played Doom 1. Lastly, we tested for any possible interaction between realism and the attention and retention subfunctions on production and we found that, compared to the other players, those who experienced greater identification among those playing Doom 3 had higher verbal aggression. For physical aggression, those who played Doom 3 and experienced more attention and greater identification had higher aggression scores than those in the other conditions.
In the past 2 decades, correlational and experimental studies have found a positive association between violent video game play and aggression. There is less evidence, however, to support a long-term relation between these behaviors. This study examined sustained violent video game play and adolescent aggressive behavior across the high school years and directly assessed the socialization (violent video game play predicts aggression over time) versus selection hypotheses (aggression predicts violent video game play over time). Adolescents (N = 1,492, 50.8% female) were surveyed annually from Grade 9 to Grade 12 about their video game play and aggressive behaviors. Nonviolent video game play, frequency of overall video game play, and a comprehensive set of potential 3rd variables were included as covariates in each analysis. Sustained violent video game play was significantly related to steeper increases in adolescents' trajectory of aggressive behavior over time. Moreover, greater violent video game play predicted higher levels of aggression over time, after controlling for previous levels of aggression, supporting the socialization hypothesis. In contrast, no support was found for the selection hypothesis. Nonviolent video game play also did not predict higher levels of aggressive behavior over time. Our findings, and the fact that many adolescents play video games for several hours every day, underscore the need for a greater understanding of the long-term relation between violent video games and aggression, as well as the specific game characteristics (e.g., violent content, competition, pace of action) that may be responsible for this association.
Meta-analytic procedures were used to test the effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, empathy/desensitization, and prosocial behavior. Unique features of this meta-analytic review include (a) more restrictive methodological quality inclusion criteria than in past meta-analyses; (b) cross-cultural comparisons; (c) longitudinal studies for all outcomes except physiological arousal; (d) conservative statistical controls; (e) multiple moderator analyses; and (f) sensitivity analyses. Social-cognitive models and cultural differences between Japan and Western countries were used to generate theory-based predictions. Meta-analyses yielded significant effects for all 6 outcome variables. The pattern of results for different outcomes and research designs (experimental, cross-sectional, longitudinal) fit theoretical predictions well. The evidence strongly suggests that exposure to violent video games is a causal risk factor for increased aggressive behavior, aggressive cognition, and aggressive affect and for decreased empathy and prosocial behavior. Moderator analyses revealed significant research design effects, weak evidence of cultural differences in susceptibility and type of measurement effects, and no evidence of sex differences in susceptibility. Results of various sensitivity analyses revealed these effects to be robust, with little evidence of selection (publication) bias.
This study explored how children's aggressive beliefs and their family environments combine to influence the development of child aggression from middle childhood into adolescence. We utilized a "variable-centered" empirical approach, specifically examining whether children's aggressive beliefs represent a risk factor for their aggressive behaviors and whether this risk can be moderated by children's family environment. These questions were tested with individual growth modeling, using the data from a community-representative sample of 440 mother-child dyads, interviewed four times over a 6-year study period. The accelerated longitudinal design of the study enabled examination of children's aggression trajectories from age 7 to age 19. The results supported the hypothesis that elevated aggressive beliefs in children represent a risk factor for aggression, as higher aggressive beliefs were associated with greater aggression at the youngest age, as well as with increased aggression over time. However, as hypothesized, family environment moderated this association, such that changes in children's aggression over time were contingent upon the interaction of their aggressive beliefs with family environment. Specifically, aggression was reduced in children with high aggressive beliefs if they experienced better than average family environment, which included less family conflict and more family cohesion.
A new questionnaire on aggression was constructed. Replicated factor analyses yielded 4 scales: Physical Aggression, Verbal Aggression, Anger, and Hostility. Correlational analysis revealed that anger is the bridge between both physical and verbal aggression and hostility. The scales showed internal consistency and stability over time. Men scored slightly higher on Verbal Aggression and Hostility and much higher on Physical Aggression. There was no sex difference for Anger. The various scales correlated differently with various personality traits. Scale scores correlated with peer nominations of the various kinds of aggression. These findings suggest the need to assess not only overall aggression but also its individual components.
Two studies examined violent video game effects on aggression-related variables. Study 1 found that real-life violent video game play was positively related to aggressive behavior and delinquency. The relation was stronger for individuals who are characteristically aggressive and for men. Academic achievement was negatively related to overall amount of time spent playing video games. In Study 2, laboratory exposure to a graphically violent video game increased aggressive thoughts and behavior. In both studies, men had a more hostile view of the world than did women. The results from both studies are consistent with the General Affective Aggression Model, which predicts that exposure to violent video games will increase aggressive behavior in both the short term (e.g., laboratory aggression) and the long term (e.g., delinquency).
A new questionnaire on aggression was constructed. Replicated factor analyses yielded 4 scales: Physical Aggression, Verbal Aggression, Anger, and Hostility. Correlational analysis revealed that anger is the bridge between both physical and verbal aggression and hostility. The scales showed internal consistency and stability over time. Men scored slightly higher on Verbal Aggression and Hostility and much higher on Physical Aggression. There was no sex difference for Anger. The various scales correlated differently with various personality traits. Scale scores correlated with peer nominations of the various kinds of aggression. These findings suggest the need to assess not only overall aggression but also its individual components.
Research examining the issue of video game violence influences on aggression continues to be debated within the scientific community. Thus far, no consensus has been reached regarding the influence of such games. This study adds to the prior literature by examining how violent video games may promote prosocial or aggressive behavior when played either cooperatively or alone. Results indicated that violent content in video games had no influence on prosocial behavior, aggressive behavior, or self-perceptions of empathy. Playing cooperatively was associated with less aggressive behavior, whether games were violent or not.
Although scholars have repeatedly linked video games to aggression, little research has investigated how specific game characteristics might generate such effects. In this study, we consider how game mode—cooperative, competitive, or solo—shapes aggressive cognition. Using experimental data, we find partial support for the idea that cooperative play modes prompt less aggressive cognition. Further analysis of potential mediating variables along with the influence of gender suggests the effect is primarily explained by social learning rather than frustration.
A recent development in video games is that players can design and personalize their own in-game characters. It was predicted that this innovation could lead to elevations in the intensity of the psychological effects of video games. The present study confirmed this hypothesis, revealing that participants who played an aggressive video game using their own, personalized character exhibited higher levels of aggressive behavior than participants who played an aggressive game with a non-personalized character. The aggressive behavior levels of the own-character players also exceeded those of individuals who played a non-aggressive game, regardless of whether or not they used a personalized character. Process analyses revealed that participants playing a violent video game with a personalized game character experienced more arousal and self-activation than they did when playing with an impersonal, default game character, which in turn increased aggressive responses.
The current study utilized the General Aggression Model, with an emphasis on aggression-related priming, to explore the different effects on hostility, physiological arousal, and state aggression in those who played a violent video game (Mortal Kombat: Deadly Alliance) with differing levels of blood (maximum, medium, low, and off). Simple effects analyses showed that those in the maximum blood and medium blood conditions had a significant increase in hostility and physiological arousal, while those in the low blood and no blood conditions did not have such an increase in arousal and hostility. Further analyses indicated that those in the maximum and medium blood conditions used the character’s weapon significantly more often than those in the low and blood absent conditions. Implications and future research are discussed.
Past research has provided abundant evidence that playing violent video games increases aggressive behavior. So far, these effects have been explained mainly as the result of priming existing knowledge structures. The research reported here examined the role of denying humanness to other people in accounting for the effect that playing a violent video game has on aggressive behavior. In two experiments, we found that playing violent video games increased dehumanization, which in turn evoked aggressive behavior. Thus, it appears that video-game-induced aggressive behavior is triggered when victimizers perceive the victim to be less human.
Previous research has shown that playing violent video game exposure can increase aggressive thoughts, aggressive feelings, and physiological arousal. This study compared the effects that playing a realistic violent, unrealistic violent, or nonviolent video game for 45 min has on such variables. For the purpose of this study, realism was defined as the probability of seeing an event in real life. Participants (N=74; 39 male, 35 female) played either a realistic violent, unrealistic violent, or nonviolent video game for 45 min. Aggressive thoughts and aggressive feelings were measured four times (every 15 min), whereas arousal was measured continuously. The results showed that, though playing any violent game stimulated aggressive thoughts, playing a more realistic violent game stimulated significantly more aggressive feelings and arousal over the course of play.
This paper presents an empirical study of the relationship of heavy video game use in adolescent male subjects to personality and psychopathological factors. Based on the nature of the games and on developmental theory, it was hypothesized that heavy video game use plays a role in managing developmental conflicts, particularly with regard to the discharge of aggression and the open expression of competition, and does not result in increased neuroticism, social withdrawal, or escape into fantasy. Heavy video game users were also hypothesized to have lower frustration tolerance. A study of 208 adolescent male subjects supported these hypotheses. The results were discussed in terms of the need for mastery of experiences, and in terms of the reawakening of Oedipal conflicts in adolescence as described by Blos. It was stressed that much of the anxiety about video games represents a parental issue, akin to parental overreactions to other adolescent outlets.
The effects of a community's culture on children's and adolescents' normative beliefs about the appropriateness of aggression were examined. One hundred forty-seven high school students and 103 fourth graders participated in a survey of normative beliefs; 69 high school and 44 elementary school students were of Middle-Eastern background. Although there were no differences in the beliefs of immigrant and nonimmigrant fourth graders, adolescents born in the United States were more accepting of aggression than those who immigrated from the Middle East. Moreover, adolescents who immigrated to the U.S. at age 12 or later were less accepting of aggression than those who immigrated prior to age 12.
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