游戏与学术动机在中年之间的纵向关联
Gabriel Arantes Tiraboschi1,2, Gabrielle Garon-Carrier2, Sheri Madigan3,4
1Département d'enseignement au préscolaire et au primaire, https://ror.org/00kybxq39Université de Sherbrooke, Sherbrooke, QC, Canada.
Psychological medicine
|August 25, 2025
概括
男孩过度玩电子游戏与学业动力降低有关. 这项研究没有发现女孩的这种联系, 表明游戏习惯可能会影响男孩在童年学业的成绩.
科学领域:
- 发展心理学
- 教育心理学
- 媒体心理学
背景情况:
- 儿童视频游戏可能会对学业动力产生负面影响.
- 相反, 低学业动力可能会增加电子游戏的参与度.
- 这项研究探讨了游戏与学术动机之间的复杂关系.
研究的目的:
- 研究儿童游戏与学业动机之间的双向关联.
- 确定游戏是否影响学术动机或反之.
- 探索儿童中期不同发育阶段的关系.
主要方法:
- 分析北克儿童发展纵向研究中的1631名儿童的数据.
- 父母报告的游戏时间和儿童报告的学业动机的重复测量 (7,8,10岁).
- 使用一个随机截取交叉滞后的面板模型来评估双向,人内关联.
主要成果:
- 发现了单向的关联:7岁男孩玩游戏的增加预测了8岁男孩的学业动力下降.
- 在8岁时玩游戏也预测男孩在10岁时的学业动力会降低.
- 没有观察到游戏与女孩的学业动力之间有显著的关联.
结论:
- 学龄男孩的视频游戏时间增加与学业动力下降有关.
- 这种关联在学术技能发展的关键时期尤为重要.
- 培养健康的游戏习惯对男孩的学习动力和成绩有好处.
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