아동의 컴퓨터게임 몰두성향과 심리사회 및 행동적 특성에 관한 연구 = (A) study on children's computer game immersion and psychosocial and behavioral characteristics

다국어 초록 (Multilingual Abstract)

This study explored the frequency, length and degree of computer game immersion and the relations between computer game immersion and psychosocial and behavioral characteristics (self-concept, social avoidance, social anxiety, aggression, and impulsiveness). Data were collected from 538 elementary school students from 1st to 6th grade through questionnaires in the city of Kunsan. Scales used were the Young's internet addiction test(Youn, 1998), the self-concept scale(Han, 1992), the social avoidance and anxiety scale(Franke & Hymel, 1984), the aggression scale(Perry, Kusel & Perry, 1988), and the Eysenck's impulsiveness scale(Lee, 2000).
The findings were as follows.
1) The frequency of being involved in computer game per week was significantly different by gender and grade. Boys were more involved in computer game than girls. Higher graders were more involved in computer game than lower graders. The length of being involved in computer game at one time was significantly different by gender and grade. Girls spent less times with computer game than boys. As boys became higher graders, their lengths of being involved in computer game at one time were increased. The degree of computer game immersion were significantly different by gender and grade. Except for the first grade, boys were higher in the degree of computer game immersion than girls. From 1st to 4th grades, children were same in the degree of computer game immersion. The 6th graders were highest in the degree of computer game immersion.
2) Self-concept was significantly different among groups of computer game immersion. The higher self-concept children showed, they were less involved in computer game. There was no significant difference in social avoidance among groups of computer game immersion. Social anxiety was significantly different among groups of computer game immersion. The higher social anxiety children reported, they were more involved in computer game. Aggression was significantly different among groups of computer game immersion. The higher aggression children reported, they were more involved in computer game. Impulsiveness was significantly different among groups of computer game immersion. The higher impulsiveness children showed, they were more involved in computer game.
3) The contribution order of influencing computer game immersion among gender, self-concept, social avoidance, social anxiety, aggression, and impulsiveness was aggression, gender, impulsiveness, self-concept, and social anxiety. Aggression was most powerful in explanation of computer game immersion. Even though it's hard to judge that computer game immersion brought more aggression or the situation would be opposite, it is clear that computer game immersion was highly related to children's aggression. The higher impulsiveness and social anxiety children showed, they were more involved in computer game. The higher self-concept children showed, they were less involved in computer game.
In conclusion, it appeared that there were significant differences in the frequency, length, and degree of computer game immersion by gender and grades. Boys were more involved in computer game than girls. The older children became, they were more involved in computer game. There were significant differences in self-concept, social anxiety, aggression and impulsiveness among groups of computer game immersion. The higher self-concept children showed, they were less involved in computer game. The higher social anxiety, aggression, and impulsiveness children reported, they were more involved in computer game. The most significant variable of contributing the degree of computer game immersion was aggression, followed by gender, impulsiveness, self-concept, and social anxiety.

목차 (Table of Contents)

• 차례 = i
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구문제 = 5
• II. 이론적 배경 = 6
• 1. 컴퓨터게임 몰두성향 = 6
• 2. 컴퓨터게임 몰두성향과 심리사회 및 행동적 변인 = 10
• III. 연구 방법 및 절차 = 21
• 1. 연구 대상 = 21
• 2. 측정도구 = 23
• 3. 연구 절차 = 25
• 4. 측정 및 자료 분석 = 25
• IV. 연구결과 및 분석 = 27
• 1. 컴퓨터게임을 하는 정도와 컴퓨터게임 몰두성향은 성과 학년별로 차이가 있는가? = 27
• 2. 컴퓨터게임 몰두성향과 심리사회, 행동적 특성과의 관계는 어떠한가? = 33
• 3. 심리사회, 행동적 특성 변인 중 컴퓨터게임 몰두성향에 기여하는 변인의 순서는 어떠한가? = 34
• V. 논의 및 결론 = 36
• 1. 논의 = 36
• 2. 결론 및 제언 = 43
• 참고문헌 = 46
• ABSTRACT = 53
• 부록차례 = 56