Violent video game exposure and moral disengagement in early adolescence: The moderating effect of moral identity

2017 ◽  
Vol 77 ◽  
pp. 54-62 ◽  
Author(s):  
Zhaojun Teng ◽  
Qian Nie ◽  
Cheng Guo ◽  
Yanling Liu
Keyword(s):  
Early Adolescence ◽  
Video Game ◽  
Moral Disengagement ◽  
Moral Identity ◽  
Moderating Effect ◽  
Violent Video Game

The Hitman Study

2010 ◽  
Vol 15 (2) ◽  
pp. 99-108 ◽  
Author(s):  
Christopher J. Ferguson ◽  
Stephanie M. Rueda
Keyword(s):  
Experimental Study ◽  
Young Adults ◽  
Aggressive Behavior ◽  
Video Game ◽  
Real Life ◽  
Mood Management ◽  
Video Game Play ◽  
Video Game Playing ◽  
Violent Video Game ◽  
The Social

This article explores commonly discussed theories of violent video game effects: the social learning, mood management, and catharsis hypotheses. An experimental study was carried out to examine violent video game effects. In this study, 103 young adults were given a frustration task and then randomized to play no game, a nonviolent game, a violent game with good versus evil theme (i.e., playing as a good character taking on evil), or a violent game in which they played as a “bad guy.” Results indicated that randomized video game play had no effect on aggressive behavior; real-life violent video game-playing history, however, was predictive of decreased hostile feelings and decreased depression following the frustration task. Results do not support a link between violent video games and aggressive behavior, but do suggest that violent games reduce depression and hostile feelings in players through mood management.

Interactive Experience and Identification as Predictors of Attributing Responsibility in Video Games

2018 ◽  
Vol 30 (1) ◽  
pp. 3-15
Author(s):  
Nathan Walter ◽  
Yariv Tsfati
Keyword(s):  
Video Game ◽  
Psychological Research ◽  
External Factors ◽  
Theoretical Expectation ◽  
Main Character ◽  
Attribution Of Responsibility ◽  
Attributions Of Responsibility ◽  
Violent Video Game ◽  
Grand Theft Auto Iv ◽  
Interactive Experience

Abstract. This study examines the effect of interactivity on the attribution of responsibility for the character’s actions in a violent video game. Through an experiment, we tested the hypothesis that identification with the main character in Grand Theft Auto IV mediates the effect of interactivity on attributions of responsibility for the main character’s antisocial behavior. Using the framework of the fundamental attribution error, we demonstrated that those who actually played the game, as opposed to those who simply watched someone else playing it, identified with the main character. In accordance with the theoretical expectation, those who played the game and came to identify with the main character attributed the responsibility for his actions to external factors such as “living in a violent society.” By contrast, those who did not interact with the game attributed responsibility for the character’s actions to his personality traits. These findings could be viewed as contrasting with psychological research suggesting that respondents should have distanced themselves from the violent protagonist rather than identifying with him, and with Iyengar’s (1991) expectation that more personalized episodic framing would be associated with attributing responsibility to the protagonist.

Implicit Racial Stereotypes and Violent Video Game Performance

2008 ◽  
Author(s):  
Richard J. Tafalla ◽  
Sarah Wood ◽  
Sarah Albers ◽  
Stephanie Irwin ◽  
Eric Mann
Keyword(s):  
Video Game ◽  
Racial Stereotypes ◽  
Violent Video Game ◽  
Game Performance

scholarly journals A Longitudinal Study of the Relation between Childhood Activities and Psychosocial Adjustment in Early Adolescence

2021 ◽  
Vol 18 (10) ◽  
pp. 5299
Author(s):  
Rosa S. Wong ◽  
Keith T. S. Tung ◽  
Nirmala Rao ◽  
Frederick K. W. Ho ◽  
Ko Ling Chan ◽  
...  
Keyword(s):  
Early Adolescence ◽  
Psychosocial Development ◽  
Video Game ◽  
Screen Time ◽  
Early Life ◽  
Internalizing Symptoms ◽  
Parent Report ◽  
Child Play ◽  
Externalizing And Internalizing Problems ◽  
Parent Child

Background: Although an increasing body of research shows that excessive screen time could impair brain development, whereas non-screen recreational activities can promote the development of adaptive emotion regulation and social skills, there is a lack of comparative research on this topic. Hence, this study examined whether and to what extent the frequency of early-life activities predicted later externalizing and internalizing problems. Methods: In 2012/13, we recruited Kindergarten 3 (K3) students from randomly selected kindergartens in two districts of Hong Kong and collected parent-report data on children’s screen activities and parent–child activities. In 2018/19, we re-surveyed the parents of 323 students (aged 11 to 13 years) with question items regarding their children’s externalizing and internalizing symptoms in early adolescence. Linear regression analyses were conducted to examine the associations between childhood activities and psychosocial problems in early adolescence. Results: Early-life parent–child activities (β = −0.14, p = 0.012) and child-alone screen use duration (β = 0.15, p = 0.007) independently predicted externalizing problems in early adolescence. Their associations with video game exposure (β = 0.19, p = 0.004) and non-screen recreational parent–child activities (β = −0.14, p = 0.004) were particularly strong. Conclusions: Parent–child play time is important for healthy psychosocial development. More efforts should be directed to urge parents and caregivers to replace child-alone screen time with parent–child play time.

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