M-Rated Video Games and Aggressive or Problem Behavior Among Young Adolescents

Games, hormones, and "dark" personalities: Dark tetrad and the effects of violent gaming on aggression, cortisol, and testosterone

We investigated how playing a violent versus non-violent video game affects cortisol and testosterone levels, whether these hormonal changes increase implicit aggressive cognition, and whether so-called Dark Tetrad personality traits (i.e., Machiavellianism, psychopathy, narcissism, everyday sadism) moderate these effects. Fifty-four men played either a violent or a non-violent video game for 25 min. Participants provided salivary samples at the beginning of the experiment (T1), after 25 min of gameplay (T2), and 20 min after gameplay ended (T3). In the violent condition, participants showed a significant decrease in cortisol levels (T1 to T2) and a significant negative trend in cortisol levels from T1 to T3. Moreover, higher Machiavellianism scores were related to a significantly stronger decrease in cortisol (T1 to T2) in this condition. In the non-violent condition, however, participants with higher scores in Machiavellianism had a higher increase in cortisol (T1 to T2). In contrast to changes in hormonal levels, there were no significant effects on implicit aggressive cognition. The present findings illustrate the complex interplay between personality, hormones, and game content, thus further specifying current notions on the effects of violent video games. Playing a violent video game can have a stress-reducing calming effect depending on personality traits such as Machiavellianism and the psychological need satisfaction associated with it. Also, the fact that VVG exposure was not automatically accompanied by an aggression-increasing effect proves that simple cause-effect models are not sufficiently specified without taking the underlying mechanisms into account.

Who beats their partner, and who beats their schoolmates? A comparison of teen dating and school physical violence perpetration in Lower Saxony, Germany

Teen dating violence (TDV) and school violence (SV) are two major social problems in adolescence. Until recently, the antecedents of both TDV and SV have been analyzed largely independently of each other. This study analyses and compares the determinants of both TDV and SV, with a focus on physical violence. Based on a comprehensive survey of ninth‐grade adolescents at the average age of 15 years (N = 3,800) conducted in the German federal state of Lower Saxony, the findings showed that there is a significant but low correlation between both physical TDV and SV (r = 0.21). Concerning the determinants, we found that males carry out physical SV significantly more often, but physical TDV significantly less often than female respondents. Acquaintance with violent friends shows a stronger correlation with SV but not with TDV. Low self‐control and violent media consumption are determinants of both TDV and SV. Empathy as a protective factor and parental violence as another risk factor were found to be only weak and sometimes not significantly correlated with both TDV and SV.

Screen Time Activities and Aggressive Behaviors Among Children and Adolescents: A Systematic Review

Background

Aggressive behaviors have increasing trend in children and adolescents all over the world. This study aimed to perform a systematic review on the association between screen time activities and aggressive behaviors.

Methods

A systematic search was conducted through PubMed, Institute of Scientific Information (ISI), and Scopus, until 2017. Moreover, related unpublished studies (grey literature, thesis project and congress paper), considered for further data availability. Data extraction and quality assessment conducted by two independent experts.

Results

Through searching processes, 4381 publications were found, from them. 483 papers were from PubMed database and others were from ISI/WOS (1724) and Scopus (1938). Following the excluding of non-relevant and duplicated studies, 19 studies remained for further analyzing. Findings of the present study showed that children and adolescents who share most of their time for watching of television are at greater risk for violent behaviors including physical fighting, victim and bully.

Conclusion

This review found that children and adolescents who share most of their time for watching of television are at greater risk for violent behaviors including physical fight, victim and bully.

Relationships Among Violent and Non-Violent Video Games, Anxiety, Self-Esteem, and Aggression in Female and Male Gamers

This study examines the differences in anxiety, self-esteem, and aggression levels between players of violent and non-violent video game and its connection to gender and age. This survey-based research utilizes survey data from 851 video gamers. The study included 61% men and 39% women. The ages of the participants ranged from 18 to 45. Participants were administered an anonymous survey including demographics, a questionnaire for video game habits, Rosenberg's self-esteem scale, a state anxiety inventory (STAI-S), and the Buss-Perry Aggression Questionnaire (BPAQ). The results revealed significant differences between males and females, as well as between younger and older gamers. Despite the majority of research showing a positive relationship between violent video game exposure and aggression levels, the results suggest that of the preference for a violent video game over a non-violent one is not, in itself, a cause for increased anxiety, self-esteem, and aggression levels.

Selling violent video game solutions: A look inside the APA's internal notes leading to the creation of the APA's 2005 resolution on violence in video games and interactive media

For decades politicians, parent groups, researchers, media outlets, professionals in various fields, and laymen have debated the effects playing violent video games have on children and adolescents. In academia, there also exists a divide as to whether violent video games cause children and adolescents to be aggressive, violent, and even engage in criminal behavior. Given inconsistencies in the data, it may be important to understand the ways and the reasons why professional organizations take a stance on the violent video game effects debate which may reflect greater expressed certitude than data can support. This piece focuses on the American Psychological Association's internal communications leading to the creation of their 2005 Resolution on Violence in Video Games and Interactive Media. These communications reveal that in this case, the APA attempted to "sell" itself as a solution to the perceived violent video game problem. The actions leading to the 2005 resolution are then compared to the actions of the APA's 2013-2015 Task Force on Violent Media. The implications and problems associated with the APA's actions regarding violent video games are addressed and discussed below.

Do Angry Birds Make for Angry Children? A Meta-Analysis of Video Game Influences on Children’s and Adolescents’ Aggression, Mental Health, Prosocial Behavior, and Academic Performance

The issue of whether video games—violent or nonviolent—“harm” children and adolescents continues to be hotly contested in the scientific community, among politicians, and in the general public. To date, researchers have focused on college student samples in most studies on video games, often with poorly standardized outcome measures. To answer questions about harm to minors, these studies are arguably not very illuminating. In the current analysis, I sought to address this gap by focusing on studies of video game influences on child and adolescent samples. The effects of overall video game use and exposure to violent video games specifically were considered, although this was not an analysis of pathological game use. Overall, results from 101 studies suggest that video game influences on increased aggression ( r = .06), reduced prosocial behavior ( r = .04), reduced academic performance ( r = −.01), depressive symptoms ( r = .04), and attention deficit symptoms ( r = .03) are minimal. Issues related to researchers’ degrees of freedom and citation bias also continue to be common problems for the field. Publication bias remains a problem for studies of aggression. Recommendations are given on how research may be improved and how the psychological community should address video games from a public health perspective.

Who believes electronic games cause real world aggression?

Electronic games have rapidly become a popular form of human recreation, and the immersive experiences they provide millions have led many to voice concerns that some games, and violent ones in particular, may negatively impact society. Increasingly heated debates make it clear that gaming-related aggression is a topic that elicits strong opinions. Despite a complex and growing literature concerned with violent games, little is known empirically about why some ardently believe, whereas others dismiss, notions that this form of leisure is a source of aggression. The present research recruited three nationally representative samples to investigate this understudied topic. Results showed that belief was normally distributed across the population, prominent among demographic cohorts who did not grow up with games and those who lack concrete gaming experience. Results are discussed in the context of this developing research area, wider social science perspectives, and the place of electronic games in society.

Media use among adolescents with autism spectrum disorder

This study explores how adolescents with autism spectrum disorder (ASD) use media, and the factors associated with their media use. A total of 91 adolescents with ASD and their parents completed mail-based surveys. In all, 78% of the adolescents with ASD watched television (approximately 2 h/day), and 98% used computers (approximately 5 h/day) on any given day. They most frequently watched cartoons, played computer or video games that involved shooting, and visited websites that contained information on video games. Adolescents with ASD who watched television with parents reported more positive parent-child relationships. Adolescents with ASD who visited social networking websites or received emails from friends reported more positive friendships. The findings help us understand media-use habits of adolescents with ASD and suggest areas for future research.

The Relationship of Computer Games and Reported Anger in Young People

Playing computer games is a routine activity for most young people today. The aim of this study was to examine the relationship of time spent playing computer games, the violence of the game, and self-reported anger of students in North Cyprus. Four hundred participants between the ages of 15–18 completed the State-Trait Anger and the Anger Expression questionnaire, together with a section on gaming. The results showed that most (43%) students played computer games 3–4 days a week, with many (31.5%) playing every day. It was found that students who played computer games for 2–3 hours a day scored higher on expressed anger than those who played for less than half an hour a day. Those young people who preferred to play action, adventure, fight and strategy games were found to have reported higher levels of anger than those who played other types of computer games. The implications for guidance counsellors, parents and teachers are discussed.

A longitudinal test of video game violence influences on dating and aggression: a 3-year longitudinal study of adolescents

BACKGROUND

In 2011 the field of video game violence experienced serious reversals with repudiations of the current research by the US Supreme Court and the Australian Government as non-compelling and fundamentally flawed. Scholars too have been calling for higher quality research on this issue. The current study seeks to answer this call by providing longitudinal data on youth aggression and dating violence as potential consequences of violent video game exposure using well-validated clinical outcome measures and controlling for other relevant predictors of youth aggression.

METHOD

A sample of 165, mainly Hispanic youth, were tested at 3 intervals, an initial interview, and 1-year and 3-year intervals.

RESULTS

Results indicated that exposure to video game violence was not related to any of the negative outcomes. Depression, antisocial personality traits, exposure to family violence and peer influences were the best predictors of aggression-related outcomes.

INTERPRETATION

The current study supports a growing body of evidence pointing away from video game violence use as a predictor of youth aggression. Public policy efforts, including funding, would best be served by redirecting them toward other prevention programs for youth violence.

Video games and youth violence: a prospective analysis in adolescents

The potential influence of violent video games on youth violence remains an issue of concern for psychologists, policymakers and the general public. Although several prospective studies of video game violence effects have been conducted, none have employed well validated measures of youth violence, nor considered video game violence effects in context with other influences on youth violence such as family environment, peer delinquency, and depressive symptoms. The current study builds upon previous research in a sample of 302 (52.3% female) mostly Hispanic youth. Results indicated that current levels of depressive symptoms were a strong predictor of serious aggression and violence across most outcome measures. Depressive symptoms also interacted with antisocial traits so that antisocial individuals with depressive symptoms were most inclined toward youth violence. Neither video game violence exposure, nor television violence exposure, were prospective predictors of serious acts of youth aggression or violence. These results are put into the context of criminological data on serious acts of violence among youth.

Children's Motivations for Video Game Play in the Context of Normal Development

Electronic games are now an everyday part of childhood and adolescence. The debate has moved from whether children should play video games to how to maximize potential benefits and to identify and minimize potential harms. To do this, we must understand what motivates children to play electronic games and what needs the games meet. Drawing on a survey of 1,254 middle school children, focus groups with boys and their parents, and findings from other quantitative and qualitative research, the author describes a variety of motivations for video game play (including games with violent content) and how these may vary based on factors such as mood, environment, personality, and developmental stage. The findings are put into the context of normal development, and suggestions are given for parents, educators, and researchers.