THE EFFECTS OF VIDEO GAME USAGE, FAMILY PRESS FOR ACHIEVEMENT, AND SCHOOL-RELATED ACTIVITIES ON SCHOOL OUTCOMES.
Item
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Title
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THE EFFECTS OF VIDEO GAME USAGE, FAMILY PRESS FOR ACHIEVEMENT, AND SCHOOL-RELATED ACTIVITIES ON SCHOOL OUTCOMES.
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Identifier
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AAI8515609
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identifier
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8515609
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Creator
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BIEGEN, ELAINE RUTH EBERT.
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Contributor
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Barry J. Zimmerman
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Date
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1985
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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This study addressed itself to several questions associated with video game usage: the impact of video games on children's academic achievement, how the social-psychological processes of the family relate to children's video game usage, and the relationship of video game usage to school-related activities. It also concerned itself with the relationship between Family Press for Achievement (within the Marjoribanks framework, 1979) and students' attitudes towards school, as well as whether these attitudes are differentially affected by video games usage. The theoretical framework of the study was Hornik's conceptualization of displacement (1981), which alleges that video game usage diverts children's time and attention from school-related activities such as reading and processes of interaction within the "live" family environment, and in so doing affects school outcomes.;It was hypothesized that: (1) Family Press for Achievement has a direct negative influence on Video Game Usage; (2) Family Press for Achievement has a direct positive influence on School-Related Activities; (3) Video Game Usage has a direct negative influence on School-Related Activities; (4) Video Game Usage has a direct negative influence on School Achievement Outcomes; (5) School-Related Activities have a direct positive influence on School Achievement Outcomes; (6) Family Press for Achievement has a direct positive influence on School Attitude Outcomes; (7) School-Related Activities have a direct positive influence on School Attitude Outcomes; (8) Family Press for Achievement has a direct positive influence on School Achievement Outcomes; and (9) Video Game Usage has a direct negative influence on School Attitude Outcomes.;A number of indirect effects were also hypothesized.;Seventy children randomly selected from a pool of students from grades 3-5 of an upper middle income suburban elementary school participated in the study. Boys and girls were equally represented. One questionnaire was filled out by their parents.;Path Analysis was utilized to test the hypothesized model, through a series of multiple regression equations, which obtained the path coefficients. A Chi-Square Likelihood Ratio Test was used to test the viability of the restricted path model compared to the unrestricted model. The restricted model was found acceptable.;Hypotheses 1, 2, 4, 5, 6 and 7 were supported by the data. Hypotheses 3, 8 and 9 were not. None of the indirect effects were supported by the data.;Other analyses of the questionnaire on video games were performed and provided descriptive information.;Results of the study provided evidence of displacement. Time spent playing video games did appear to replace time devoted to other school-related activities, such as reading, and academic achievement decreased. However, this effect was found for only one-third of the sample--those who played video games three or more hours per week--and did not suggest a substantial problem for children as a population group. (Abstract shortened with permission of author.).
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Psychology
