International Journal of Sport Studies. Vol., 4 (7), 760-764, 2014
Available online at http: www.ijssjournal.com
ISSN 2251-7502 © 2014; Science Research Publications
The Relationship Between The Way of Participation in Playing Computer
Games With Teenagers' Aggression Participating in Summer Sports
Classes
Ahmad Mahmoudi1*, Mahdi Najafian Razavi2, Tahereh Fateh3, Vahid Khorasani4, Somayeh
Alimohammadi5
1-PhD student Of Sport Management, Allameh Tabataba’i University, Tehran, Iran
2-Department of physical education and sport sciences, fariman branch, Islamic Azad University, fariman, Iran
3-Department of physical education and sport sciences, Farhangian University of Mashhad, Mashhad, Iran
4,5- Department of physical education and sport sciences, Mashhad branch, Islamic Azad University, Mashhad,
Iran
*
Corresponding Author, Email: [email protected]
Abstract
Over the past years, computer games, as a social phenomenon alongside with
audio and video media in our modern time due to the progresses in national
interactive technologies and amazing attractions, has targeted mostly at teenagers
and children. The aim of this present study is to investigate the way of
participation in computer games and its relation to teenagers' aggression
participating in summer sports classes. This research is descriptive and
correlational .The sample was chosen among teenager participants with the age
range of 14-18 in Mashhad. The sample consists of 300 teenagers who took part
in Astan Qods summer sports complex .The aggression was estimated by Buss &
Perry questionnaire. The questionnaires were distributed randomly among teens
with the history of at least 6 months game experience. For analyzing the data,
regarding the abnormality of data distribution, non-parametric Spearman test was
applied, as well as linear regression , simultaneously, for affecting each of the
components on criterion change at a significant level (p=0.05).The results
showed that there is a meaningful relation between the history playing computer
games and aggression in reverse direction (p=0.048). The results also showed
that there is a relationship between the time of playing in a week and a day with
aggression; however, no relation was found between the kinds of game with
aggression. It is shown that there is a more relationship between the two factors
of the way of participation in computer games during day with aggression;
therefore, it is suggested to the parents that they postpone the age of starting
games and avoid excess in teens by an appropriate programming.
Keywords: Aggression, Computer game, Sports participation
Introduction
One of the most exciting fields in our modern life is computer games that with an ascending order in popularity
among children and teenagers which has caused embarrassment for the families who are aware of its hazardous
effects (Golrokh, 1995). Including in their apparent features is their violence. Although playing computer games
can have positive effects such as : mannerism , intelligence , creativity , concentration, IQ , learning sophisticated
matters; However, due to lack of proper education , the goals of these games are still unknown and in real , teens
have been inclined toward game with harmful effects (Wilson, 2008). Some studies show that computer games are
harmful, rather than being effective. Psychologically speaking, it seems that computer games have negative relation
with mentality and is directly associated with the rate of aggression, embarrassment, Depression, in teens who play
them. By investigating the kind of games for kids and teens, it is clear that most of games are violent (action).
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Intl. j. Sport Std. Vol., 4 (7), 760-764, 2014
Because such games are accompanied with excitement , experiencing them , especially for a long period of time,
may lead to physiological changes ; Therefore , playing them may not raise the usual excitement of players but also
, in the future ,changes the players' taste into their favor, because more games with violence content tend to increase
aggression , excitement , crime in real life(Anderson and Buchman, 2010). Taking a glance at the recent studies in
the field of expanding playing games in teens according to age shows the amount of applying such entertainments at
early stages of 12 , 13 is more and increases afterward and reaches minimum at 18 (Khorasani, 2012). Anderson et
al (2007) found that students who are playing action games show more aggression in their speech and behavior in
comparison to other students and try less to help others.
Yu-sien (2012) conducted a research on Taiwanese students under the name of “The relation between kid's
aggression and computer action games". The analysis of data shows that playing computer games increases
meaningfully the level of Taiwan students' aggression. Staude-Müller (2012) investigated the relation between
computer games & aggression, long term effect and discrimination, and came to the fact that playing all computer
action games in long term causes aggression. The most specific feature of computer games is their action manner,
and the fact that a gamer should fight the so called enemy to move on to the next level, consistency on playing them
makes children aggressive. Aggression is the most important impetus that is used in designing the newest and most
exciting computer games. Children who are regularly engaged in such games become introvert. In society, an
introvert becomes incapable of communicating with others.
The attitude causes the kid get aloof of his peers which is it a beginning for risky behaviors. Kumarasuriar and
Geraldine (2011) showed in his research that there exists a significant relationship between playing computer games
and aggression in teenager. According to the results, there proved exist high levels of aggression among girls
playing computer games. Boys show more physical aggression in comparison to girls. Physical raping is
highlighted more compared with other features of aggression. Yu-hsien (2012) in his research under the name of
"the relationship between aggression and playing computer games among teenagers in Taiwan" came to the fact that
playing computer games was significantly related to high levels of aggression among Taiwan teenagers. Willoghby
(2012) conducted a survey related to the relationship between playing computer games and aggression among
teenagers that showed meaningful relation between playing such games and aggression. Staude-Müller (2012)
investigated the relationship between playing computer games and aggression, including long term effects, impact
and alternatives which came to the fact that playing computer games for a long period of time may result in
aggression
Bearing in mind that aggression and introversion may lead to teens' regular defensive attitude, it prevents their
talent to blossom and work out their potentiality and sociability and prevent their socialization. In other words,
personal and social success is affected by computer games .Thus, correcting this behavior can lead to self- esteem,
success, better education, and conformation among their peers (Khorasani, 2012). Therefore, according what
mentioned above, this question may be raised that is there any relation between aggressive behaviors of kids and
teens with the kind of computer games and the rate of consuming them?
Materials and Methods
Descriptive and correlational research methods are used to gather information applying field survey method.
Population sample was of adolescent boys of class summer sports complex Astan Qods Razavi Mashhad, age
domain 14-18 years (2000) with history of playing computer games. A minimum of 6 months or more in a home
game net activity daily. Therefore, the participants in the class according to Morgan Table, a record 300 people,
Computer Questionnaires were distributed and collected in person. Data Buss and Perry questionnaire (1992)
was used to examine the aggression. Questionnaire used in this study consisted of 29 phrases and four subscales
including aggression variables (verbal aggression, physical aggression, anger,…); Furthermore , to identify
personal information of the person which is indicative of the way of participation in playing computer games, A
questionnaire was used. The first part of the questionnaire, which includes (playing time of the week, time of
day game, kind of play, etc), respectively.
The second part of the questionnaire dealt with aggression subscales of the research tool Anderson et al
(2007) and Joseph H. (2011) has also been used. After translating, these questionnaires we into native culture
and social behaviorism, they were supervised by some experts in the field to determine their content validity.
Reliability and Validity Aggression Questionnaire has acceptable reliability and validity. The questionnaire was
implemented on 400 immigrant and non-immigrant students in secondary schools in Bojnoord by Langari
(1999). Mean (SD) subscales of the questionnaire at preliminary stage on 18 of these students is provided:
Physical aggression = 25.66 (7.5), verbal aggression = 14.61 (3.96), Rage = 19.88 (6.73) and hostility = 23.5
(5.96) and the mean scores 83.6 and standard deviation 17.6, respectively. Results of a preliminary
implementation of these students demonstrate The alpha coefficients for the subscales of physical aggression,
verbal, anger and hostility is 0.73,0.58,0.76, 0.64 , And alpha quotient scale scores is 0.81.
Descriptive statistics has been applied to classify raw scores, table design, distribution and dispersion indices
calculated the mean, standard deviation, etc. Inferential statistics especially Cronbach Alpha Test was applied
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for the reliability of the questionnaire, as well as the KS test for normality distribution of the data (P>0.05).
According to the rating scale Spearman nonparametric correlation test of a research tool, linear regression was
used. Besides, in order to analyze data statistically, SPSS software (Version 20) was used, as well as research
prototype software charts in 2007 excel for designing research tables.
Results
Descriptive results showed that most respondents with 25.9 percent were 14 years old. 35 percent had a
history of playing 5 years and over 38 percent had a game every day? . %32 of respondent’s played 2 hours a
day. 70 percent were interested in playing action game, and 62.6 of such games were played at home. Spearman
nonparametric correlation results showed that all components of the ways of participating in Computer games,
Except for an aggressive type of game, were a significant positive correlation (P< 0.05).
Table 1: The relationship between the components of how to participate in computer games with
aggression
The criterion
Predictive variable
History of computer games
Time game The Week
Aggression
Time game A Day
Type of game A
*
A significant level of 0.01 * A significant level of 0.05
N
300
Spearman
0.115*
0.126*
0.226**
-0.050
Sig.
0.048
0.030
0.001
0.338
To evaluate the effects of component of participating in computer games on criterion variables which is
Aggression in Teens, the multivariate regression was used. As Shown in table 2, F= 5.861, the regression
equation is significant for (p =0.001). The coefficient of determination R2 Showed that the regression equation
used in the demographic features shows (0.074) of the variance in aggression of teens.
For explaining each of the facilities, the t Time for the component games was (t=3.616, p=0.001), History of
computer games with (t=2.735, p=0.007) was significant. Moreover, based on the β, the relative importance of
predictors game time for the component (β =0.261) and CE components of a computer game a (β= 0.165) was
found to have a positive impact on aggression.
Table 2: Multiple correlation between how components contribute Computer Games and Aggression
Variable
Component Partners in Play
R
0.273
Adjust R 2
0.074
F change
5.861
Sig.
0.001
Camera Watson
1.866
Table 3: Component regression how to participate in computer games with aggression
Components believers ago Between the
Constant factor
History of computer games A
Play time per week
Play Time of Day
Type of Game
b
2.747
0.063
0.016
0.128
0.009
SE
0.160
0.023
0.041
0.036
0.055
t
2.735
0.377
3.616
0.162
BETA (β)
0.165
0.026
0.261
0.010
Sig.
0.001
0.007
0.707
0.001
0.871
Discussion and Conclusion
The results of the researches indicative of the fact that the history of playing computer games is in close
relationship with teens' aggression. The results of the variable are consistent with the records of Anderson et al
(2010). They found in their research that exposure to computer action games is a prominent factor in increasing
aggression and lack of sympathy. From other results of the research is that there exists a meaningful relationship
between the two variables of duration of playing games in a week and aggression. This means that with the rise
of time of playing, the rate of aggression also increases. Kumarasuriar and Pangiras (2011) who conducted a
research dealing with the relation between playing games and aggression among Malaysian teens came to the
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fact that there is a meaningful relationship between playing computer games and aggression in teen who play
them during a week; the result is also consistent with the records of Lin (2011).
The topic of effects of inappropriate computer games of the psychology of kids & teens has been the subject
of many researches Ferguson (2008) , in his conducted research , pointed out that kids with low self-esteem tend
to like action computer games more, and that is due to their authority on the game that reinforces their artificial
self –esteem. Besides, other conclusions of the research showed that there is a positive and meaningful
relationship between the two variables of time of playing games in a day and aggression in teens which means
that with the rise in the time of playing computer games, the rate of aggression also increases. However, the
most important factor in the field of negative effects of these games is their violent content (Frölich, 2010;
Anderson and bouchman, 2010). The findings of the present research showed that there is positive relationship
between time of a play in a day and aggression, which means that with the rise in the time of playing hours,
aggressive behavior also increases. Abdolkhaleghi (2006) showed in a survey that students who spend more
time in a day playing computer games show more aggression; Moreover, Carnagey and Anderson (2005)
confirms the previous findings. Bailey (2008) came to the fact that a meaningful relation exists between the
time of playing computer games and behavioristic disorders such as chewing finger nails, nervous tick,
aggression and anger.
Other findings of the survey showed that no meaningful relation exists between the kinds of computer
games with aggression in teens. Impact of level of aggressiveness in computer games on heart and vascular
responses in 209 guidance school students were investigated in Tehran. Alipour (2004) showed , action
computer games increases Cortisol and the temperature of the body decreases level of SIGA, owing to the stress
gets intense and effects the health of kids and children of Demographic population. On the other hand it has
been always believed that playing computer games of action kind causes aggression and as long as the studies of
Adachi and Willoughby (2011) show that no meaningful relationship was found between playing action games
and aggression. Therefore, according to the results of the present research, this hypothesis was rejected. In
another words, as long as most of people prefer playing action games, no significant relation was found related
to aggression. It is necessary here to mention that the factor of life style or the level of people's culture can play
important role. (Frölich, 2010), in a 56-hour survey proved that playing action computer games in not directly
connected with aggression in teenagers which is consistent with the findings of the present research and studies
of Fergowsen (2012).
At the end, Regression test showed that the duration time of playing games in a day and the history of
playing has been the most effective factors on teenagers. This issue in parallel with the survey of Boukli,
Gentile, Anderson (2007) Douglas (2009) in a survey dealing with the connection of aggressive computer
games and symptom of hostility among 307 student with age domain of 17-18, showed that those computer
games which had humanistic aims is somehow associated with hostility in students; however, it is not consistent
with other behavioristic manners such as physical aggression, speech aggression, and anger.
Additionally Uhlmanna and Swanson (2004) in a survey that Individuals who play more aggressive
computer games, are inclined to be more aggressive and show less mercy and forgiveness to others which is
consistent with the results of this very research. Khorasani (2012) showed in a survey that those students who
spend more playing computer games, tend to show more aggression in discussions.
As a result of this research, as long as computer games are one of the entertainments in kids, teens,
youngsters and even adults in our modernized society, it is clear that playing computer games is in reverse
relationship with the history of experiencing in games It was also concluded that duration of the time of playing
computer games has the most effect, which means that the more time of play in a day, the more probability of
aggression. It was also concluded that no significant relationship exists between the kind of the games and
aggression.
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