Academic Motivation and Social Functioning Among Students Having Game Addiction

Abstract

The present study was designed to explore the academic motivation, game addiction, and social functioning among students. For this study, 300 individuals from different Schools and Colleges of Rawalpindi and Islamabad were approached, including males (50%) and females (50%). The instruments used in a present study were Game Addiction Scale (α=.82) developed by Lemmen, Valkenburg & Peter (2009), Game Full Experience Questionnaire (α=.98) developed by John Hogbergetal, Juho Hamari and Erik Wastlund (2019), Academic Motivation Scale (α=.91) developed by Vallerand, et al, (1992), Social Functioning Questionnaire (α=.70) developed by Tyrer, et al, (2005). Results of the present study indicate that game addiction is negatively correlated with social functioning but positively correlated with academic motivation. Whereas all subscales of gaming-experience are positively correlated with social functioning and academic motivation. Results of regression analysis indicated gaming experience is a significant predictor of social functioning and academic motivation, however, game addiction subscales are non-significant predictors of social functioning except for the confidence subscale. The t-test showed significant differences among the group of gender with relation to study gaming experience and game addiction variables. Moderation analysis indicates that game addiction significantly moderates the relationship between academic motivation and social functioning. The finding of this research has implications for promoting our understanding in usage of games in the educational setting for higher academic motivation and better social functioning among students.

Keywords: Academic Motivation, Social Functioning, Game Addiction, Game Full Experience.