تأثیر بازیهای رایانه‌ای خشن بر پرخاشگری دانش‌آموزان
محورهای موضوعی : روانشناسی
خلیل غفاری
1
(استادیار گروه علوم تربیتی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران)
سید سعید حسینی
2
(مربی گروه علوم تربیتی، مرکز الیگودرز، دانشگاه پیامنور، الیگودرز، ایران)
کلید واژه: پرخاشگری, شهر الیگودرز, بازی&lrm, ها&lrm, ی رایانه&lrm, ای خشن,
چکیده مقاله :
هدف از پژوهش حاضر، مقایسه پرخاشگری دانش‌آموزان‎ استفاده کننده از بازی‎های رایانه‎ای خشن با دیگر دانش‎آموزان مقطع ابتدایی شهرستان الیگودرز بود. روش تحقیق حاضر علی- ‎مقایسه‌ای بوده که در آن محقق تأثیر استفاده از ‎بازی‎های رایانه‌ای خشن توسط دانش‎آموزان را در پرخاشگری مقایسه کرده است. جامعه آماری پژوهش حاضر را دانش‎آموزان پسر مقطع ابتدایی شهرستان الیگودرز در سال تحصیلی 95 -1394 تشکیل می‌دهند که تعداد آنها 3908 نفر می‌باشد. با استفاده از نمونه‌گیری تصادفی ساده تعداد 50 نفر از دانش‌آموزان از چهار مدرسه به صورت تصادفی به عنوان نمونه انتخاب و سپس، آزمون پرخاشگری آیزنک که دارای 29 سؤال دو گویه‌ای بود در اختیار آنها قرار داده شد. برای آزمودن فرضیه پژوهش از آزمون t مستقل در سطح معنی‌داری 0/50 استفاده گردید. نتایج نشان داد که بین میانگین‎های مورد مقایسه، تفاوت معنی‌داری وجود دارد. به بیان دیگر، استفاده از بازی‎های رایانه‎ای خشن بر میزان پرخاشگری دانش‎آموزان پسر مقطع ابتدایی شهرستان الیگودرز تأثیر‎ داشته و بین استفاده‎کنندگان و استفاده نکرده‎ها نیز تفاوت معنی‌دار بود. هم‌چنین، نتایج نشان داد، بیش از نیمی از استفاده‎کنندگان از این بازی‎ها‎ تمایل به بازی‎های رایانه‎ای خشن داشته و تمایل دارند، این بازی‎ها‎ را به صورت فردی انجام دهند. علاوه بر آن، یافته‎ها نشان داد که استفاده گروهی تأثیر‎ بیشتری در پرخاشگری داشته است.
The present study aimed at comparing the aggression of students using violent computer games and other elementary school students in Aligudarz. The research employed causal-comparative method in which the researcher compared the effects of using violent computer games on aggression of students. The population of the present study was 3908 male elementary school students in Aligudarz during 2015-16. 50 students were randomly selected from four schools and then Eysenck's aggression test, with 29 equivocal questions were provided to them. To test the research hypothesis, independent t test was used at the significance level of 0.05. Results showed a significant difference between the means of study. In other words, using violent computer games significantly affected aggression level of male elementary students in Aligudarz and a significant difference was observed between users and non- users.Also, the results showed that more than half of the users of these games tend to play violent computer games and tend to play these games individually. In addition, the findings showed that group use had a greater effect on aggression.
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Khalatbari, J., Ghorbanshiroudi, S., Mobaleghi, N. (2010). Comparing the effectiveness of the self assertiveness training and problem solving on the aggression and adaoptation in students. Educational Psychology, 1(3), 93-108. (in Persian).
Kosari, M. (2010). Game age. Tehran: New open publication. (in Persian).
Mitrophan, O., Paul, M., & Spencer, N. (2009). Is aggression in children with behavioural and emotional difficulties associated with television viewing and video game playing? A systematic review. Child Care Health Dev, 35(1), 87-99.
Motahari, M. (2007). Guidance for select toy. Tehran: Alborz publication.
National Assosiation of Computer Games. (2014.18 -20). Million user computer games in Iran. Retrieved from http://irna.ir (in Persian).
Olivier, K. (2002). Effect of aggressive internet games on childs and adolescence. Institute of Science South Africa University.
Rioti Kavashimi, (2007). Effect of computer games on brain reaction and other mental activities in children (age 8-11). Journal of Physics: Conf. Series 895, 1-6.
Shaffer, M. G. (2007). Review of pshycological foudumental violent computer games in textbook students in primary schools in Hong Kong education. Experimental Social Psychology, 42(3), 87-101.
Shahroodi, T. (2009). Childs, adolescences and mothers, review attitudes about social effects computer games. M.S. Thesis, Karaj Islamic Azad University. (in Persian).
_||_Ahmadi, S. (1997). Review of social effects of computer games in students boys of nine class in Esfahan city. Unpublished M.S. Thesis, Esfahan University. (in Persian).
Ahmadi, S. (1998). Review of social effects of computer games in students boys of nine class in Esfahan city. General Culture, 5(2), 16-17. (in Persian).
Berquitza, S. (2009). Effect computer games on visible, nevroes and physical in growing children. Educational Programs: Theory & Practice, 15(3), 597-606.
Bushman, B. J., & Anderson, C. A. (2009). Comfortably numb: Desensitizing effects of violent media on helping others. Psychol Sci, 20(3), 273-277.
Elisahay, Y. S., Foonk , J., & Ey, A. (2004). Negative effect aggressive violent games in adolescence health. West Search, 2(14), 19-31.
Enayati, T., & Bayyenat, K. (2015). Effect of computer games on mental health of students of secondary schools in Gorgan city. Information and Communication Technology in Educational Sciences, 7(1), 23-37. (in Persian).
Ferguson, C. J. (2007). The good, the bad and the ugly: A meta-analytic review of positive and negative effects of violent video games. Psychiatric Quarterly, 78(6), 76-89.
Ganji, H. (2015). Social psychology. Tehran: Savalan. (in Persian).
Ghatrifi, M. (2005). Effect of computer games on mental health and academic performance in boys and girls in secondary schools in Tehran city. M.S. Thesis, Unpublished, Tarbiat Moalem University. (in Persian).
Gillespie, R. M. (2002). The physical impact of computers and electronic game use on children and adolescents. Work, 18(3), 249-259.
Haghverdi Taghanaki, M. (2007). Computer games, culture shovalieh. Rahavard, 6(20). (in Persian).
Hasan, Y., Begue, L., Scharkow, M., & Bushman, B. J. (2013). The more you play, the more aggressive you become: A long-term experimental study of cumulative violent video game effects on hostile expectations and aggressive behavior. Experimental Social Psychology, 49(2), 23-37.
Karimi, Y. (2009). Social psychology (12th edition). Tehran: Payame Noor publication. (in Persian).
Khalatbari, J., Ghorbanshiroudi, S., Mobaleghi, N. (2010). Comparing the effectiveness of the self assertiveness training and problem solving on the aggression and adaoptation in students. Educational Psychology, 1(3), 93-108. (in Persian).
Kosari, M. (2010). Game age. Tehran: New open publication. (in Persian).
Mitrophan, O., Paul, M., & Spencer, N. (2009). Is aggression in children with behavioural and emotional difficulties associated with television viewing and video game playing? A systematic review. Child Care Health Dev, 35(1), 87-99.
Motahari, M. (2007). Guidance for select toy. Tehran: Alborz publication.
National Assosiation of Computer Games. (2014.18 -20). Million user computer games in Iran. Retrieved from http://irna.ir (in Persian).
Olivier, K. (2002). Effect of aggressive internet games on childs and adolescence. Institute of Science South Africa University.
Rioti Kavashimi, (2007). Effect of computer games on brain reaction and other mental activities in children (age 8-11). Journal of Physics: Conf. Series 895, 1-6.
Shaffer, M. G. (2007). Review of pshycological foudumental violent computer games in textbook students in primary schools in Hong Kong education. Experimental Social Psychology, 42(3), 87-101.
Shahroodi, T. (2009). Childs, adolescences and mothers, review attitudes about social effects computer games. M.S. Thesis, Karaj Islamic Azad University. (in Persian).
