Development of self-critical abilities and values in students using digital games-based learning.

Area of Science:

• Psychology
• Sociology
• Educational Psychology

Background:

• The well-being of society is intrinsically linked to the values and ideals of its youth.
• Understanding contemporary youth values is crucial for societal development.

Purpose of the Study:

• To identify and describe the values of Chinese youth concerning their future life goals.
• To analyze the influence of self-criticism on students' depressive tendencies, particularly in relation to digital game usage.
• To explore the potential of digital games as a psychological tool for students.

Main Methods:

• A study involving 157 Chinese students (18-25 years old) at Shaanxi Technical College of Finance and Economics.
• Utilized experimental methods with surveys, statistical, and correlational data analysis within a Chinese cultural context.
• Random selection of 109 female and 48 male students.

Main Results:

• A strong correlation (rs = 0.50-0.65) was observed between self-criticism and negative/neutral emotional states (N/NE), most significantly with the positive emotional component of experienced positive emotions (E/PE).
• No significant evidence was found to suggest serious depressive tendencies in the studied youth population.
• Digital games did not influence the development of self-critical abilities but showed potential as a tool for identifying psychological issues like depressive moods and overestimated self-criticism.

Conclusions:

• The study suggests that digital games can serve as effective tools in psychological interventions for students.
• Findings imply a need for educational curricula to incorporate greater attention to students' psychological states to prevent depression linked to high self-criticism.
• Further research is recommended to develop and improve educational methods focusing on student mental well-being.