Publication: Ortaöğretim öğrencilerinin bilgisayar oyunu tutumları ile saldırganlık ve yalnızlık eğilimleri arasındaki ilişkilerin incelenmesi
Abstract
Bu çalışma, ortaöğretim öğrencilerinin bilgisayar oyunu tutumları ile saldırganlık ve yalnızlık eğilimleri arasındaki ilişkilerin incelenmesi amacıyla yürütülmüştür. Bu amaç doğrultusunda; (1)cinsiyet, (2)okul türü, (3)sınıf düzeyi, (4)ebeveyn eğitim düzeyi, (5)kardeş sayısı, (6)aile aylık gelir düzeyi, (7)çalışma ortamı sahipliği, (8)ev bilgisayarı sahipliği, (9)kişisel bilgisayar sahipliği, (10)bilgisayar oyun oynama durumu, (11)bilgisayar kullanma süresi, (12)bilgisayar oyunu oynama süresi, (13)bilgisayar oyun türü tercihi ve (14)bilgisayar oyunları üzerinde ebeveyn kısıtlama durumu değişkenleri ile öğrencilerin bilgisayar oyunu tutumları, saldırganlık ve yalnızlık eğilimleriarasındaki ilişkilerde incelenmiştir. Araştırma, 2011-2012 eğitim-öğretim yılında,Siirt İli Merkezinde bulunan resmi ortaöğretim okullarında eğitim gören289’u erkek, 270’i kız olmak üzere toplam 559 ortaöğretim öğrencisi ile yürütülmüştür. Araştırma kapsamında veri toplamak amacıyla; “Kişisel Bilgiler Formu”, “Bilgisayar Oyunu Tutum Ölçeği”, “Agresyon Ölçeği” ve “UCLA Yalnızlık Ölçeği” kullanılmıştır. Elde edilen verilerin istatistiksel analizleri SPSS 15 paket yapılmıştır.Verilerin analizinde, Pearson Momentler Korelasyon Analizi, t-Testi, Tek Yönlü Varyans analizi (ANOVA) ve LSD Çoklu karşılaştırmatestleri kullanılmış ve .05 anlamlılık düzeyi esas alınmıştır. Araştırma sonucunda, ortaöğretim öğrencilerinin bilgisayar oyunu tutumları ile saldırganlık eğilimleri arasında anlamlı pozitif korelasyon olduğu; buna karşın, öğrencilerin bilgisayar oyunu tutumları ileyalnızlık eğilimleri arasında anlamlı bir korelasyon olmadığı sonucuna ulaşılmıştır. Cinsiyet, okul türü, ev bilgisayarı sahipliği, kişisel bilgisayar sahipliği, bilgisayar oyunu oynama durumu, bilgisayar oyun türü tercihi değişkenlerine göre öğrencilerin bilgisayar oyunlarına karşı tutumları arasında anlamlı farklılığın olduğu sonucuna ulaşılmıştır. Bununla birlikte sınıf düzeyi, ebeveyn eğitim düzeyi, kardeş sayısı, aile aylık gelir düzeyi, çalışma ortamı sahipliği, bilgisayar kullanma süresi, bilgisayar oyunu oynama süresi, bilgisayar oyunu üzerinde ebeveyn oynama kısıtlaması değişkenleri ile öğrencilerin bilgisayar oyun tutumları arasında anlamlı bir farklılığın bulunmadığı görülmüştür. Araştırmada ayrıca, bilgisayar oyunu oynama süresi arttıkça dolaylı saldırganlık eğiliminin de arttığı ortaya konulmuştur.
This study was conducted to investigate the relationship between the attitudes of high school students towards computer games and tendencies towards aggressiveness and loneliness. For this purpose, the relationship between these attitudes and tendencies were examined with consideration of the following variables;(1) gender, (2)school type,(3) classroom level,(4) parents’ level of education,(5) number of siblings,(6)monthly income level of the family,(7) ownership of work environment,(8) home computer ownership and (9)personal computer ownership,(10)state of playing computer games,(11) duration of computer use and (12) duration of playing computer games,(13)preference of the computer game type, and (14)the state of parental restriction on computer games. The study was carried out in the academic year of 2011-2012 with 289 male and 270 female students. In total 559 high schoolers from official secondary schools located in the center of Siirt took part in the study. In order to collect the data, “Personal Information”, “Computer Game Attitude Scale”, “Aggression Questionnaire”, and “UCLA Loneliness Scale” forms were utilized. The statistical analysis of obtained data was carried out by the SPSS 15 program. While analyzing the data, Pearson Moments Correlation test, t-Test, one-way analysis of variance (ANOVA), and LSD multiple comparison tests were utilized and based on a 0.5 significance level. The research concludes that a positive correlation was found between the attitudes of the secondary school students towards computer games and any respective aggressive tendencies. However, no significant correlation was found between the attitudes of the students towards computer games and tendencies towards loneliness. Moreover, it is concluded that significant differences were found to exist between the attitudes of the student’s towards computer games with respect to variables such as; gender, school type, home and personal computer ownership, the state of playing computer games, and the preference of computer game type. In conjunction with these results, no significant differences were found to exist between the student attitudes towards computer games with respect to; grade level, the educational level of parents, the number of siblings, the monthly income of the family, ownership of the working environment, duration of using the computer and playing computer games, and parental restrictions on computer games. The research has also proven that as the time consumed on playing computer games increases, tendencies towards indirect aggressiveness also increase.
This study was conducted to investigate the relationship between the attitudes of high school students towards computer games and tendencies towards aggressiveness and loneliness. For this purpose, the relationship between these attitudes and tendencies were examined with consideration of the following variables;(1) gender, (2)school type,(3) classroom level,(4) parents’ level of education,(5) number of siblings,(6)monthly income level of the family,(7) ownership of work environment,(8) home computer ownership and (9)personal computer ownership,(10)state of playing computer games,(11) duration of computer use and (12) duration of playing computer games,(13)preference of the computer game type, and (14)the state of parental restriction on computer games. The study was carried out in the academic year of 2011-2012 with 289 male and 270 female students. In total 559 high schoolers from official secondary schools located in the center of Siirt took part in the study. In order to collect the data, “Personal Information”, “Computer Game Attitude Scale”, “Aggression Questionnaire”, and “UCLA Loneliness Scale” forms were utilized. The statistical analysis of obtained data was carried out by the SPSS 15 program. While analyzing the data, Pearson Moments Correlation test, t-Test, one-way analysis of variance (ANOVA), and LSD multiple comparison tests were utilized and based on a 0.5 significance level. The research concludes that a positive correlation was found between the attitudes of the secondary school students towards computer games and any respective aggressive tendencies. However, no significant correlation was found between the attitudes of the students towards computer games and tendencies towards loneliness. Moreover, it is concluded that significant differences were found to exist between the attitudes of the student’s towards computer games with respect to variables such as; gender, school type, home and personal computer ownership, the state of playing computer games, and the preference of computer game type. In conjunction with these results, no significant differences were found to exist between the student attitudes towards computer games with respect to; grade level, the educational level of parents, the number of siblings, the monthly income of the family, ownership of the working environment, duration of using the computer and playing computer games, and parental restrictions on computer games. The research has also proven that as the time consumed on playing computer games increases, tendencies towards indirect aggressiveness also increase.