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The Suppressor Effect of Presenteeism in The Relation Between Gaming Addiction and School Engagement Among Children

Year 2024, Volume: 7 Issue: 2, 360 - 372, 25.03.2024

Abdullah Mert Hakan Sarıçam

https://doi.org/10.33438/ijdshs.1398054

Abstract

The purpose of this study was to investigate the impact of presenteeism on the correlation between gaming addiction and school engagement among secondary school students. The participants of the study comprised 300 children aged between 12 and 16 who were in secondary schools in the Aegean region in Türkiye. The mean age of the children was 13.52 (SD = 0.65). The study will use the 'Computer Game Addiction Scale for Children (CGAD)' to measure children's addiction to computer games, the 'Child-Adolescent Presenteeism Scale (C-APS)' to measure presenteeism levels in classroom, and the 'School Engagement Scale (SAS)' to measure school engagement. The analyses were conducted using the SPSS 23 software package at significance levels of .05 and.01. Pearson product-moment correlation analysis was used to determine the relationships between variables, and multiple regression analysis was used to determine the predictive power of variables for each other. The results of both Pearson correlation and bootstrapping showed a negative relationship between gaming addiction, presenteeism, and school engagement. Furthermore, a positive correlation was observed between presenteeism and game addiction. The regression analyses also found similar results. To better understand developmental differences in anxious emotion variance during childhood and adolescence, it is important to disaggregate aspects of anxious emotions and pay attention to potential suppressive effects.

Keywords

Game Addiction Presenteeism School Engagement

References

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Year 2024, Volume: 7 Issue: 2, 360 - 372, 25.03.2024

Abdullah Mert Hakan Sarıçam

https://doi.org/10.33438/ijdshs.1398054

Abstract

References

  • Arastaman, G. (2009). Lise Birinci Sınıf Öğrencilerinin Okula Bağlılık (School Engagement) Durumlarına ilişkin Öğrenci,Öğretmen ve Yöneticilerin Görüşleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26(26), 102-112. [CrossRef]
  • Akın, A., Demirci, I., Sarıçam, H., Usta, F., Yalnız, A. and Yıldız, B. (2013). Adaptation of School Loyalty Scale to Turkish and psychometric properties. Paper presented at the 12th National Psychological Counselling and Guidance Congress, İstanbul, 11-13 September. [CrossRef]
  • American Psychiatric Association (2013). American psychiatric association. Diagnostic and statistical manual of mental disorders (5th ed). Available at http://www.dsm5.org/Documents/Inter net%20Gaming%20Disorder%20Fact% 20Sheet. Accessed 19 December 2020
  • American Psychiatric Association (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). [CrossRef]
  • Aronsson, G., Gustafsson, K. and Dallner, M. (2000). Sick but yet at work: an empirical study of sickness presenteeism. Journal of Epidemiology Community Health, 54(7): 502-509. [Pubmed]
  • Aydın, B., Oflu, A. and Yalçın, S. S. (2021). Evaluation of video game playing status in school-age children with various variables. Turk Arch Pediatr. 56(2):136-140. [Pubmed]
  • Basha, E. (2021). The relationship between game addiction and personality traits. Erciyes Journal of Education, 5(2):149-160. [Pubmed]
  • Blum, R. W., Libbey, H. P., Bishop, J. H., and Bishop, M. (2004). School connectedness strengthening health and education outcomes for teenagers. Journal of School Health, 74(7): 231-235. [CrossRef]
  • Caraway, K., Tucker, C. M., Reinke, W. M., and Hall, C. (2003). Self-efficacy, goal orientation and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40(4): 417–427. [Pubmed]
  • Cetin, S.K. (2018). An analysis on the qualities of school life and classroom engagement levels of students. South African Journal of Education, 38(2): 827-840. [Pubmed]
  • Cetintaş, K. and Sarıçam, H. (2016). Does school presenteeism minimize school experience: Investigation in Turkish adolescents? Paper presented at the International Education Conference, Orlando, 3-7January. [CrossRef]
  • Chapman, R.L., Buckley, L., Sheehan, M. C., Shochet, I. M. and Romaniuk, M. (2011). The impact of school connectedness on violent behavior, transport risk-taking behavior, and associated injuries in adolescence. Journal of School Psychology, 49(4): 399-410. [Pubmed]
  • Charlton, J. P., and Danforth, I. D. W. (2007). Distinguishing addiction and high engagement in the context of online game playing. Computers in Human Behavior, 23(3):1531-1548. [Pubmed]
  • Chase, P.A., Hilliard, L.J., Geldhof, G.J., Warren, D.J., and Lerner, R. M. (2014). Academic achievement in the high school years: the changing role of school engagement. Journal of Youth and Adolescence 43(6):884-96. [Pubmed]
  • Chip Online (2014). Are you addicted to the game? Istanbul: Dogan Jurnal of Burda Publishing. [CrossRef]
  • Chiu SI, Lee JZ and Huang DH 2004. Video game addiction in children and teenagers in Taiwan. Cyberpsychology and Behavior, 7(5):571-581. [Pubmed]
  • C.I.A. (2017). The world factbook. Available at https://www.cia.gov/library/publications/the-world-factbook/geos/tu.html,Accessed 14 December 2019. [CrossRef]
  • Ciris, V., Baskonus, T., Kartal, T. and Tasdemir, A. (2022). A study on digital game addictions of adolescents in the Covid-19 pandemic. Journal of Education in Science, Environment and Health (JESEH), 8(2): 168-186. [CrossRef]
  • Colwell, J., and Kato, M. (2003). Investigation of the relationship between social isolation, self-esteem, aggression and computer game play in Japanese adolescents. Asian Journal of Social Psychology, 6(2), 149-158. [CrossRef]
  • Conger, A. J. (1974). A revised definition for suppressor variables: a guide to their identification and interpretation. Educational and Psychological Measurement, 34:35-46. [CrossRef]
  • Cooper, C. (1998). The changing nature of work. Community, Work and Family, 1(3):313-317. [CrossRef]
  • Cullen, J. and McLaughlin, A. (2006). What drives the persistence of presenteeism as a managerial value in hotels? Observations noted during an Irish work-life balance research project. Hospitality Management, 25(3):510-516. [CrossRef]
  • Curci JD 2011. Understanding student engagement: insights from an all-girls urban neighborhood public high school. Master’s Thesis, Philadelphia, United States: The Temple University. [CrossRef]
  • D’abate, C. P. and Erik, R. E. (2007). Engaging in personal business on the job: extending the presenteeism construct. Human Resource Development Quarterly, 18(3):361-383. [CrossRef]
  • Davison, A. C. and Hinkley, D.V. (1997). Bootstrap methods and their application. Cambridge: Cambridge University Press. [CrossRef]
  • Demirgil, Z. and Mucevher, M. H. (2017). Presenteeism in vocational schools of higher education: a comparative analysis on academic and administrative staff. Mehmet Akif Ersoy Journal of Social Sciences Institute, 9(21):237-2533, [CrossRef]
  • Dewa, C.S., McDaid, D. and Ettner, S. L. (2007). An international perspective on worker mental health problems: who bears the burden and how are costs addressed? Can The Canadian Journal of Psychiatry, 52(6):346-56. [Pubmed]
  • Drummond, A. and Sauer, J. D. (2014). Video-games do not negatively impact adolescent academic performance in science, mathematics or reading. Plos One, 9(4):e87943. [Pubmed]
  • Efron, B. and Tibshirani, R. J. (1993). An introduction to the bootstrap. NY: Chapman and Hall. [CrossRef] ERG, (2019). Education monitoring report for students and access to education. Education Reform Initiative. Istanbul, Turkey Sabancı University. [CrossRef]
  • Fredricks, J.A., Blumenfeld, P., Friedel, J. and Paris, A. (2005). School engagement. In KAMoore and L. Lippman (eds). What do children need to flourish? Conceptualizing and measuring indicators of positive development. New York, NY: Springer. [CrossRef]
  • Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1): 59–109. [CrossRef]
  • Finn, J. D. (1993). Student engagement and student at risk. Washington, DC: National Center for Education Statistics Science and Business Media. [CrossRef]
  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2): 117–142. [CrossRef]
  • Finn, J. D. and Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology,82(2):221-261. [Pubmed]
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There are 95 citations in total.

Details

Primary Language English
Subjects Community Child Health
Journal Section Original Article
Authors

Abdullah Mert 0000-0003-0653-2297

Hakan Sarıçam 0000-0002-8723-1199

Early Pub Date March 18, 2024
Publication Date March 25, 2024
Submission Date November 29, 2023
Acceptance Date March 8, 2024
Published in Issue Year 2024 Volume: 7 Issue: 2

Cite

APA Mert, A., & Sarıçam, H. (2024). The Suppressor Effect of Presenteeism in The Relation Between Gaming Addiction and School Engagement Among Children. International Journal of Disabilities Sports and Health Sciences, 7(2), 360-372. https://doi.org/10.33438/ijdshs.1398054
AMA Mert A, Sarıçam H. The Suppressor Effect of Presenteeism in The Relation Between Gaming Addiction and School Engagement Among Children. International Journal of Disabilities Sports &Health Sciences. March 2024;7(2):360-372. doi:10.33438/ijdshs.1398054
Chicago Mert, Abdullah, and Hakan Sarıçam. “The Suppressor Effect of Presenteeism in The Relation Between Gaming Addiction and School Engagement Among Children”. International Journal of Disabilities Sports and Health Sciences 7, no. 2 (March 2024): 360-72. https://doi.org/10.33438/ijdshs.1398054.
EndNote Mert A, Sarıçam H (March 1, 2024) The Suppressor Effect of Presenteeism in The Relation Between Gaming Addiction and School Engagement Among Children. International Journal of Disabilities Sports and Health Sciences 7 2 360–372.
IEEE A. Mert and H. Sarıçam, “The Suppressor Effect of Presenteeism in The Relation Between Gaming Addiction and School Engagement Among Children”, International Journal of Disabilities Sports &Health Sciences, vol. 7, no. 2, pp. 360–372, 2024, doi: 10.33438/ijdshs.1398054.
ISNAD Mert, Abdullah - Sarıçam, Hakan. “The Suppressor Effect of Presenteeism in The Relation Between Gaming Addiction and School Engagement Among Children”. International Journal of Disabilities Sports and Health Sciences 7/2 (March 2024), 360-372. https://doi.org/10.33438/ijdshs.1398054.
JAMA Mert A, Sarıçam H. The Suppressor Effect of Presenteeism in The Relation Between Gaming Addiction and School Engagement Among Children. International Journal of Disabilities Sports &Health Sciences. 2024;7:360–372.
MLA Mert, Abdullah and Hakan Sarıçam. “The Suppressor Effect of Presenteeism in The Relation Between Gaming Addiction and School Engagement Among Children”. International Journal of Disabilities Sports and Health Sciences, vol. 7, no. 2, 2024, pp. 360-72, doi:10.33438/ijdshs.1398054.
Vancouver Mert A, Sarıçam H. The Suppressor Effect of Presenteeism in The Relation Between Gaming Addiction and School Engagement Among Children. International Journal of Disabilities Sports &Health Sciences. 2024;7(2):360-72.
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