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게임 이용이 청소년의 정신건강과 학업성적에 미치는 영향: 동적 패널 데이터 분석

Effects of video game play on adolescents’ mental health and academic performance: A dynamic panel data analysis

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참고문헌

키워드

주제분류신문방송학

초록

본 연구는 청소년 게임 이용자 패널 데이터를 활용하여 게임 이용이 정신건강과 학업성적에 미치는 영향을 검증했다. 먼저 정신건강 관련, 게임을 많이 이용할수록 우울감과 공격성이 줄어들었고, 그럴수록 다시 게임 이용은 증가하는 상호적 강화작용 패턴을 발견했다. 불안의 경우, 게임 이용이 불안을 낮추는 일방향적 효과만이 존재했고 게임 이용과 고독감은 유의한 관계를 보이지 않았다. 이러한 결과는 선호 게임 유형(혼자 vs. 게임에서 만난 사람들과 함께 vs. 오프라인 친구들과 함께 하는 게임)이나 대인관계 특성(부모와의 의사소통, 교사 지지, 친구 지지)에 따라 달라지지 않았다. 다음으로 게임 이용은 학업성적에 긍정적 영향을 미쳤지만, 성적은 게임 이용에 영향을 주지 않았다. 게임 이용이 성적에 미치는 효과는 공부시간이나 정신건강 변인들에 의해 매개되지 않았다. 추가분석 결과, 데이터 분석방법에 따라(종단분석 vs. 횡단분석) 게임 효과에 대한 상반된 결론이 도출됨을 확인했다. 구체적으로 횡단분석 결과가 게임에 대한 대중적 우려와 대체로 일치했는데, 이는 방법론적으로 더욱 엄정한 게임 효과 연구가 필요함을 시사한다.

Abstract

This study tested how video game play affects adolescents’ mental health and academic performance using data from a longitudinal survey of Korean youths. Results revealed cross-lagged effects of playing video games on depression and aggression. Playing video games reduced anxiety, whereas anxiety was not predictive of video game play. There was no lagged relationship between video game play and loneliness. Neither the preferred type of video game play (playing alone vs. together with in-game friends or strangers vs. with offline friends) nor the quality of interpersonal relationships (parent-child communication, social support from teachers and friends) moderated the effects of video game play on mental health outcomes. Playing video games had a positive lagged effect on academic performance, but school performance did not predict video game use. This effect was not mediated by the amount of time spent studying or mental health variables. Lastly, different statistical approaches (cross-sectional vs. longitudinal analyses) yielded different, even opposite, results. Cross-sectional analyses tended to echo widely shared concerns about the harmful effects of video games, calling for greater methodological rigor in drawing causal inferences.

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