Internet Gaming, Emotional Intelligence, Psychological Distress, and Academic Performance Among University Students

Q4 Psychology Pakistan Journal of Psychological Research Pub Date : 2020-07-06 DOI:10.33824/pjpr.2020.35.2.14

Sadaf Zahra, S. Ahsan, Shoaib Kiani, K. Shahbaz, S. Andleeb

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引用次数: 4

Abstract

This research aimed at determining the relationship of internet gaming with emotional intelligence, psychological distress, and academic performance among university students; it also investigated whether playing timings could influence psychological distress and emotional intelligence. A sample comprising 315 university students (boys = 161, girls = 154) was collected. Internet Gaming Disorder Test (Pontes, Kiraly, Demetrovics, & Griffiths, 2014), Wong and Law Emotional Intelligence Scale (Wong & Law, 2002) and Depression Anxiety Stress Scale (Lovibond & Lovibond, 1995) were used. Academic performance was measured through grades obtained during last two semesters. Results revealed internet gaming had significant positive relationship with psychological distress, whereas it was linked to emotional intelligence and academic performance negatively. Students who played more after mid-night were psychologically more distressed than those who played during morning, evening, or early night time. Outcomes of this research will be beneficial in developing effective awareness programs for the individuals who are highly involved in internet gaming to understand its negative consequences.

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大学生网络游戏、情绪智力、心理困扰与学习成绩

本研究旨在确定大学生网络游戏与情绪智力、心理困扰和学习成绩的关系；它还调查了比赛时间是否会影响心理困扰和情绪智力。样本包括315名大学生（男生161名，女生154名）。使用网络游戏障碍测试（Pontes，Kiraly，Demetrovics，&Griffiths，2014）、Wong and Law情绪智力量表（Wong&Law，2002）和抑郁焦虑压力量表（Lovibond&Lovibond，1995）。学习成绩是通过最后两个学期的成绩来衡量的。结果显示，网络游戏与心理困扰呈显著正相关，而与情绪智力和学习成绩呈负相关。那些在午夜后玩得更多的学生比那些在早上、晚上或深夜玩的学生在心理上更痛苦。这项研究的结果将有助于为高度参与网络游戏的个人制定有效的意识计划，以了解其负面后果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Pakistan Journal of Psychological Research Psychology-Psychology (all)

CiteScore

0.60

自引率

0.00%

发文量

期刊介绍： Pakistan Journal of Psychological Research (PJPR) is published biannually by the National Institute of Psychology, Quaid-i-Azam University, Pakistan. Its first issue was published in Summer, 1986. Since then two issues, one in summer and the other in winter, have been appearing every year. The Journal provides an outlet for fully documented researches addressing educational, social, developmental, and other areas of Psychology. Preference is given to empirical articles, which deal with the application of psychological knowledge in understanding the problems of national and international importance. The Journal welcomes contributions from all corners. However, participation from the developing countries is eagerly sought in view of its under-representation in research journals published in the West. The PJPR maintains an international editorial board of Consulting Editors belonging to different countries, with expertise in a large number of areas. It employs a double-blind reviewing process i.e., the authors are not identified to reviewers and reviewers are not made known to authors. The contents of PJPR are being abstracted by the Proquest, and in PsycInfo. PJPR is included in the List of Social Sciences Journals recognized by Higher Education Commission, Pakistan.