Impacto de la adicción a videojuegos en adolescentes: diferencias en función del sexo, la asistencia al instituto y el rendimiento académico.

María Pérez-Marco; Aitana Fernández-Sogorb; Andrea Fuster-Rico; María Graciela Arráez Vera

doi:10.31637/epsir-2024-341

Authors

María Pérez-Marco University of Alicante https://orcid.org/0000-0002-1857-9415
Aitana Fernández-Sogorb University of Alicante https://orcid.org/0000-0003-2709-1099
Andrea Fuster-Rico University of Alicante https://orcid.org/0000-0003-2119-1451
María Graciela Arráez Vera University of Alicante https://orcid.org/0000-0001-6829-6299

DOI:

https://doi.org/10.31637/epsir-2024-341

Keywords:

Addiction, Videogames, Adolecents, Spain, differences, gender, school attendance, assessment

Abstract

Introduction: Technological development has increased early access to games and the Internet, leading to a rise in video game addiction disorders, which in turn affects school attendance and academic performance. The aim of this study is to analyze the differences in video game addiction in terms of gender, school absenteeism, and the latest evaluation report. Methodology: In a sample of 641 adolescents, the Game Addiction Scale for Adolescents (GASA) was applied to analyse the differences by means of ANOVA, Student's t-test and post hoc. Results: According to the results, boys, students with a higher number of absences and a higher number of failures scored significantly higher on the GASA. Discussions: Hypotheses regarding gender, absenteeism and last evaluation report were confirmed, in line with previous studies. Conclusions: It reflects on the possible role of schools in order to promote a healthy use of schools and to take advantage of their benefits.

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Author Biographies

María Pérez-Marco, University of Alicante

Diploma in Primary Education Teaching, specialising in Therapeutic Pedagogy from the University of Alicante and in Hearing and Language from the International University of La Rioja. Master's Degree in Compulsory Secondary Education, Baccalaureate and Vocational Training specialising in Educational Guidance from the University of Alicante. She is currently studying for a PhD in Educational Research. Her research deals with school attendance problems among children and young people and their relationship with psycho-educational variables.

Aitana Fernández-Sogorb, University of Alicante

Assistant Professor at the Department of General Didactics and Specific Didactics at the University of Alicante (Spain). Her main line of research is the evaluation of school problems during childhood and adolescence that affect school climate. Her research findings have been published in articles and book chapters, and have been presented at international education conferences.

Andrea Fuster-Rico, University of Alicante

Diploma in Primary Education Teaching, specialising in Therapeutic Pedagogy from the University of Alicante and in Hearing and Language from the International University of La Rioja. Master's Degree in Compulsory Secondary Education, Baccalaureate and Vocational Training specialising in Educational Guidance from the University of Alicante. She is currently studying for a PhD in Educational Research. Her research deals with perfectionism in children and adolescents and its relationship with psycho-educational variables.

María Graciela Arráez Vera, University of Alicante

Graduate in Teaching and Speech Therapy, Master's Degree in Educational Research and PhD in Educational Research from the University of Alicante. She has worked as a speech therapist in early childhood centres and has been an associate lecturer in the Faculty of Education at the University of Alicante since 2015. Her teaching focuses on the care and educational response to students with specific educational support needs. Her research focuses on speech, language and communication difficulties and hearing impairment.

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