Self-esteem of Adolescents and Web Cyber Culture Style - the Users' Avatars of Online Game -

China is now one of the biggest online game markets, and the games are seen as both an economic opportunity and a social threat, especially to the young. I investigated the nature of, reasons for, and influences of online game quitting in China with 176 participants selected using deviant case sampling. I examined the relationships between the attitudes of those who were quitting playing toward online games, their perception of media portrayal of online games, family pressure, peer influence, functional alternatives, self-esteem, loneliness, online game quitting, and satisfaction with life after quitting. Results showed that the more negatively the participants felt about online games, the more likely they were to quit, and perception of peers' negative attitude toward online gaming, perception of alternatives, and lower income were significant predictors of online game quitting. These findings could help policy makers rethink healthy gaming and antiaddiction strategies.

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A Path Model of School Violence Perpetration: Introducing Online Game Addiction as a New Risk Factor

Journal of Interpersonal Violence ◽

10.1177/0886260515597435 ◽

2015 ◽

Vol 32 (21) ◽

pp. 3205-3225 ◽

Cited By ~ 5

Author(s):

Jae Yop Kim ◽

Jeen Suk Lee ◽

Sehun Oh

Keyword(s):

Child Abuse ◽

School Violence ◽

Structural Equation ◽

Statistical Significance ◽

Online Games ◽

Self Esteem ◽

Path Model ◽

Online Game ◽

Game Addiction ◽

Violence Perpetration

Drawing on the cognitive information–processing model of aggression and the general aggression model, we explored why adolescents become addicted to online games and how their immersion in online games affects school violence perpetration (SVP). For this purpose, we conducted statistical analyses on 1,775 elementary and middle school students who resided in northern districts of Seoul, South Korea. The results validated the proposed structural equation model and confirmed the statistical significance of the structural paths from the variables; that is, the paths from child abuse and self-esteem to SVP were significant. The levels of self-esteem and child abuse victimization affected SVP, and this effect was mediated by online game addiction (OGA). Furthermore, a multigroup path analysis showed significant gender differences in the path coefficients of the proposed model, indicating that gender exerted differential effects on adolescents’ OGA and SVP. Based on these results, prevention and intervention methods to curb violence in schools have been proposed.

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Correlations among Social Anxiety, Self-Esteem, Impulsivity, and Game Genre in Patients with Problematic Online Game Playing

Psychiatry Investigation ◽

10.4306/pi.2016.13.3.297 ◽

2016 ◽

Vol 13 (3) ◽

pp. 297 ◽

Cited By ~ 29

Author(s):

Jeong Ha Park ◽

Doug Hyun Han ◽

Bung-Nyun Kim ◽

Jae Hoon Cheong ◽

Young-Sik Lee

Keyword(s):

Social Anxiety ◽

Self Esteem ◽

Game Playing ◽

Online Game

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Peran Self-Esteem dan Stress terhadap Harassment Pada Pemain Online Game Dewasa Awal

PSIKOLOGI KONSELING ◽

10.24114/konseling.v19i2.23845 ◽

2021 ◽

Vol 19 (2) ◽

pp. 962

Author(s):

Angeline Vivian Tjahyadi ◽

Ersa Lanang Sanjaya

Keyword(s):

Psychological Distress ◽

Video Game ◽

Self Esteem ◽

Online Game ◽

Probability Sampling ◽

Psychological Distress Scale ◽

Distress Scale ◽

Kessler Psychological Distress Scale

Tujuan dari penelitian ini adalah untuk menguji korelasi antara self-esteem dan stress terhadap perilaku harassment di online game. Ada 136 responden dewasa awal yang berpartisipasi dalam penelitian ini, mereka semua dipilih menggunakan teknik non-probability sampling. Penelitian ini menggunakan metode kuantitatif. Setiap partisipan diminta menyelesaikan Rosenberg Self-Esteem Scale (RSES), Kessler Psychological Distress Scale, dan skala The Video Game Harassment Scale milik Fox and Tang. Semua skala telah terbukti reliable dimana alpha cronbach untuk RSES adalah 0.856, 0.917 untuk Kessler Psychological Distress Scale, dan 0.806 untuk skala The Video Game Harassment Scale. Hasil menunjukan bahwa ada korelasi yang signifikan antara stress dan harassment (r = 0.197, p = 0.022), dan tidak ada korelasi signifikan antara self-esteem dan harassment (r = -0.062, p = 0.472)

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PROGRAM ASSERTIVENES TRAINING DAN PROGRAM PSIKO EDUKASI KELUARGA SEBAGAI MODEL DALAM PREVENSI ADIKSI GAME ONLINE PADA REMAJA DI KOTA PADANG

Jurnal Sehat Mandiri ◽

10.33761/jsm.v13i1.8 ◽

2018 ◽

Vol 13 (1) ◽

pp. 10-17

Author(s):

Renidayati . ◽

Suhaimi .

Keyword(s):

Training Program ◽

Educational Program ◽

Intervention Group ◽

Online Games ◽

Self Esteem ◽

Control Group ◽

P Value ◽

Online Game ◽

Game Addiction ◽

Assertive Training

Excessive use of online games in adolescents can lead to addiction. Online game addiction is associated with limited time of rest, insomnia, sleep deprivation, academic decline, decreased self-esteem, and decreased life satisfaction with everyday life. Through Assertive Training Program and Psycho-educational Program in Families are expected to improve the ability of self-esteem, assertiveness and knowledge of teenagers to prevent the Online Game Addiction. The study design "Quasi-experimental pre-post test without control group" with an intervention of assertive Training Program and Psycho-Educational Program in Family. The results showed a difference of average in self-esteem, assertive behavior and knowledge of Online Games in the intervention group were given assertiveness training program and Psycho-educational program before and after the intervention with P value of 0.000 (p <0.05). Expected that exercise of assertive program and Psycho-Educational Program in Families can be used as a model in the prevention of online game addiction in adolescents, for nurses, counseling teachers in schools, and in communities

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Why Do Some Users Become Enticed to Cheating in Competitive Online Games? An Empirical Study of Cheating Focused on Competitive Motivation, Self-Esteem, and Aggression

Frontiers in Psychology ◽

10.3389/fpsyg.2021.768825 ◽

2021 ◽

Vol 12 ◽

Author(s):

Sung Je Lee ◽

Eui Jun Jeong ◽

Dae Young Lee ◽

Gyoung Mo Kim

Keyword(s):

Structural Equation ◽

Online Games ◽

Self Esteem ◽

Equation Model ◽

Online Game ◽

Cheating Behavior ◽

Study Results ◽

High Degree ◽

League Of Legends ◽

Practical Implications

Cheating, the act of winning in a competition based on unfair advantages over one’s opponents, often occurs in online games (e.g., illegal money exchange, account hacking, and exploiting a bug). With the recent flourishing of competitive tournament games online, such as League of Legends (LoL) and Overwatch, cheating has emerged as a serious problem since it not only promotes the de-socialization of gamers but also adversely affects game brands. However, there has little research on this issue in studies on competitive online games. Focused on three psychological factors (i.e., competitive motivation, self-esteem, and aggression), which has been reported to be primarily related to cheating in sports, this paper presents a study that empirically examined the associations between the factors and cheating in competitive online game environments. From survey data of 329 LoL gamers in South Korea, a structural equation model was analyzed. The results showed that gamers with a high degree of competitive motivation are more inclined to cheat in the game. Aggression increased cheating behavior and had a significant relationship with competitive motivation. Self-esteem decreased the degree of cheating but did not affect competitive motivation. Notably, gaming time negatively influenced cheating. The practical implications of these study results were discussed.

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Motivations and Gratification in an Online Game: Relationships Among Players' Self-Esteem, Self-Concept, and Interpersonal Relationships

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2015.43.2.193 ◽

2015 ◽

Vol 43 (2) ◽

pp. 193-203 ◽

Cited By ~ 10

Author(s):

Chiao-Ling Huang ◽

Shu Ching Yang ◽

An-Sing Chen

Keyword(s):

Young People ◽

Peer Relationships ◽

Interpersonal Relationships ◽

Uses And Gratifications ◽

Positive Association ◽

Self Esteem ◽

Self Concept ◽

Online Game ◽

Psychological Traits ◽

Specific Medium

We applied uses and gratifications (U & G) theory to investigate how and why people satisfy their needs through playing games online. In this study, conducted with a group of young people aged from 11 to 18 years, we examined the relationships among the psychological traits of self-esteem and self-concept, their interpersonal relationships, and playing a Facebook game called Happy Farm. The results support the assumption in U & G theory that if a specific medium fulfills the expected gratifications initially sought, then individuals will have greater motivation to continue to use the medium. Male players had a significantly greater need for friendship than did females. We also found a positive association among use intensity, self-esteem, self-concept, and interpersonal relationships. Finally, the results showed that recreational motivation, recreational gratification, peer relationships, and caring are all strong predictors of adolescents' usage intensity.

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Building Emotional Intelligence for Student Success: A Pilot Study

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00101 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1445-1461

Author(s):

Amee P. Shah ◽

Mary Lou Galantino

Keyword(s):

Emotional Intelligence ◽

Emotional Regulation ◽

Communication Apprehension ◽

Communication Competence ◽

Emotional Awareness ◽

Self Esteem ◽

Preliminary Evidence ◽

Empowerment Model ◽

Dyad Interaction ◽

Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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Bullying in Adolescents Who Stutter: Communicative Competence and Self-Esteem

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_31_s_69 ◽

2004 ◽

Vol 31 (Spring) ◽

pp. 69-79 ◽

Cited By ~ 92

Author(s):

Gordon W. Blood ◽

Ingrid M. Blood

Keyword(s):

Communicative Competence ◽

Self Esteem

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Counseling Adolescents With Hearing Loss Using a Narrative Therapy Approach

Perspectives on Administration and Supervision ◽

10.1044/aas19.2.72 ◽

2009 ◽

Vol 19 (2) ◽

pp. 72-78

Author(s):

Rebecca L. Nelson Crowell ◽

Julie Hanenburg ◽

Amy Gilbertson

Keyword(s):

Hearing Loss ◽

Process Evaluation ◽

Narrative Therapy ◽

Daily Life ◽

Hearing Aid ◽

Self Esteem ◽

Therapy Approach ◽

Self Worth ◽

Counseling Adolescents

Abstract Audiologists have a responsibility to counsel patients with auditory concerns on methods to manage the inherent challenges associated with hearing loss at every point in the process: evaluation, hearing aid fitting, and follow-up visits. Adolescents with hearing loss struggle with the typical developmental challenges along with communicative challenges that can erode one's self-esteem and self-worth. The feeling of “not being connected” to peers can result in feelings of isolation and depression. This article advocates the use of a Narrative Therapy approach to counseling adolescents with hearing loss. Adolescents with hearing loss often have problem-saturated narratives regarding various components of their daily life, friendships, amplification, academics, etc. Audiologists can work with adolescents with hearing loss to deconstruct the problem-saturated narratives and rebuild the narratives into a more empowering message. As the adolescent retells their positive narrative, they are likely to experience increased self-esteem and self-worth.

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