Electronic gaming: associations with self-regulation, emotional difficulties and academic performance

Sue Walker, Maria Hatzigianni, Susan J. Danby

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    4 Citations (Scopus)

    Abstract

    Drawing on data from the Longitudinal Study of Australian Children (LSAC), this chapter reports on the use of electronic games by young children (8–9 years old) and the associations with cognitive self-regulation, academic performance (mathematics, language and literacy) and emotional difficulties 2 years later when children were 10–11 years of age. Results indicated that, compared to children who played electronic games for 120 min or less per week, playing games for between 121 and 240 min per week was associated with better scores on Language and Literacy and Mathematical Thinking at 10 to 11 years of age. Conversely, the use of electronic games for more than an hour per day (more than 421 min per week) was associated with lower cognitive self-regulation and an increase in emotional difficulties at 10–11 years of age.
    Original languageEnglish
    Title of host publicationDigital childhoods
    Subtitle of host publicationtechnologies and children's everyday lives
    EditorsSusan Danby, Marilyn Fleer, Christina Davidson, Maria Hatzigianni
    Place of PublicationSingapore
    PublisherSpringer, Springer Nature
    Chapter6
    Pages85-100
    Number of pages16
    ISBN (Electronic)9789811064845
    ISBN (Print)9789811064838
    DOIs
    Publication statusPublished - 2018

    Publication series

    NameInternational Perspectives on Early Childhood Education and Development
    Volume22
    ISSN (Print)2468-8746
    ISSN (Electronic)2468-8754

    Keywords

    • video games
    • LSAC
    • self-regualtion

    Fingerprint Dive into the research topics of 'Electronic gaming: associations with self-regulation, emotional difficulties and academic performance'. Together they form a unique fingerprint.

    Cite this