초등학생의 컴퓨터 게임 및 대화방 활용 실태와 학교생활적응간의 관계
- 원문 URL
The present study is focused on two research questions. First, how long and how much did the pupil play computer games and chatting. Second, is there any relationship between the variables of computer games/chatting and school adjustment. The subjects were 561 primary school children including 315 male and 246 female. Those children attended at 5 primary schools in urban areas like Changwon, Masan and Gimhae as well as 6 primary schools in rural areas like Geochang, Goseong, Namhae, Hamyang and Miryang. The questionnaire was constructed to measure how much the subjects played computer games and used chatting And two likert type scales were developed to evaluate the attitude toward the computer game and chatting respectively. Also these research instrument and school adjustment scale were administered to the subjects. x², t-test and ANOVA was adapted to data analysis. Also correlation was computed to examinate the relationship between their attitude of game/chatting and school adjustment. The results were as follows. First, all the students in surveyed observations played computer game, but male students played earlier in their ages and longer in playing time period than female students. There was no difference between the urban and rural areas in such contents. Second, the primary school children preferred role achievement, on-line and chatting with game. Male students preferred sports, piloting, role achieving, violence, adventure and on-line game, female students in rural areas preferred role achieving game as compared with ones in urban areas. Third, primary school children had on the whole a little want and desire to play computer game. For a want and desire of playing game, female students had less than male students, and students in urban areas had less than ones in rural areas. Also, most of them felt that the computer game is not beneficial, especially female students felt that it is worse than male students. Forth, female students preferred chatting as compared with male students. They chatted more frequently and longer than male students. Such phenomena was represented in urban areas rather than rural areas. Fifth, the contents in chatting were usually including a gossip, scheduling with friends, greeting to their friends, and making new friends. But, differences of chatting preference by sex were distinguished clearly that male students preferred the information about the computer game and female students enjoyed chatting a gossip like performers, private secret, and greeting to their friends, etc.. Sixth, primary school children had on the whole a little want and desire to chatting. For a want and desire of chatting, female students had less than male students Seventh, the important finding in this study was related to the time period of playing computer game and their school adjustment. Students having the time period of gaming with less than 1 year adjusted better than ones with more than 1 year. Students who played the computer game less than 3 times per a week adjusted better than ones played everyday. There is no relation between the lasting time of game and their school adjustment. Eighth, there was a little positive relationship between the problem-solving or studying game and the school adjustment, but a little negative relationship between the violence game and the school adjustment. Also, the lower negative relationship was represented in between a desire to play the computer game or the attitude of gaming benefit and the school adjustment. Ninth, there was no significant relation between the period frequency or time of chatting and their school adjustment. Tenth, there was a little positive relationship between greeting to their friends or making new friends and their school adjustment, but a little negative relationship between the information on the computer game and the school adjustment. Besides, very low negative relationship was represented in between chatting and the school adjustment like their relation with teachers, learning and schooling life.