Title Povezanost igranja videoigara i nošenja sa stresom Title (english) The Relationship Between Playing Video Games and Coping with Stress Author Lana Bogović Mentor Martina Lotar Rihtarić (mentor)Committee member Martina Lotar Rihtarić (predsjednik povjerenstva)Committee member Dalibor Doležal (član povjerenstva)Committee member Sabina Mandić (član povjerenstva)Granter University of Zagreb Defense date and country 2023-09-21, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Cilj ovog rada je istražiti ulogu igranja videoigara u suočavanju sa stresom u okviru multidimenzionalnog modela suočavanja sa stresom (Yoo, 2019). Istražuje se u kojoj mjeri studenti za vrijeme ispitnih rokova koriste igranje videoigara kao način suočavanja sa stresom te kakav je odnos resursa za suočavanje, kognitivne procjene vezane za mogućnosti nošenja s ispitnim rokovima i vremena provedenog u igranju. Osim toga, ispituje se i razlikuje li se vrijeme provedeno u igranju videoigara za vrijeme ispitnih rokova ovisno o načinima suočavanja sa stresom te razlike u vremenu igranja videoigara između studenata koji procjenjuju da imaju višu mogućnost nošenja sa zahtjevima ispitnih rokova i onih koji procjenjuju da je njihova mogućnost nošenja niža.
Istraživanje se provodilo online putem među studentima sveučilišta u Hrvatskoj, a podaci su se prikupljali u dvije točke mjerenja, odnosno neposredno prije početka te nakon završetka ispitnih rokova. U prvoj točki mjerenja sudjelovalo je 305 sudionika, dok se u drugoj točki odazvalo njih 104. Mjerni instrumenti korišteni u ovom istraživanju su: Multidimenzionalna skala percipirane socijalne podrške (MPSS), Skala procjene akutnog stresa te Upitnik suočavanja sa stresnim situacijama (CISS). Osim navedenih instrumenata, sudionici su upitani i o sociodemografskim podacima te njihovom iskustvu igranja videoigara.
Rezultati su pokazali da su studenti za vrijeme ispitnih rokova videoigre igrali manje u odnosu na razdoblje prije ispitnih rokova. Kada je riječ o resursima za suočavanje, pokazalo se kako podrška prijatelja nije povezana s vremenom koje su sudionici proveli igrajući, dok su oni koji su percipirali veću podršku obitelji igrali manje i obrnuto. Nadalje, odnos zahtjeva i resursa (kognitivna procjena) nije povezan s vremenom provedenim u igranju videoigara kao i s izbjegavanjem. Rezultati su također pokazali kako nema značajne razlike u vremenu provedenom u igranju videoigara za vrijeme ispitnih rokova između sudionika koji više koriste suočavanje izbjegavanjem u odnosu na one koji manje koriste suočavanje izbjegavanjem. Razlika u vremenu igranja videoigara između sudionika koji procjenjuju da imaju višu mogućnost nošenja sa zahtjevima ispitnih rokova u odnosu na one koji procjenjuju da je njihova mogućnost nošenja niža također se nije pokazala statistički značajnom.
Abstract (english) The aim of this paper is to explore the role of video game playing in coping with stress within the framework of the multidimensional stress coping model (Yoo, 2019). The research investigates to what extent students use video game playing as a coping mechanism during exam periods, as well as the relationship between coping resources, cognitive appraisals related to coping with exam periods, and the time spent playing games. Additionally, the study examines whether the time spent playing video games during exam periods differs based on different coping strategies and differences in game playing time between students who perceive higher and lower coping abilities with exam demands.
The research was conducted online among university students in Croatia, and data were collected at two measurement points—immediately before the start and after the completion of the exam periods. The first measurement point included 305 participants, while 104 participated in the second measurement point. The measurement instruments used in this study include the Multidimensional Perceived Social Support Scale (MPSS), the Acute Stress Appraisal Scale, and the Coping Inventory for Stressful Situations (CISS). In addition to these instruments, participants were asked about their sociodemographic information and their experience with video game playing.
The results showed that students played video games less during exam periods compared to the period before exams. Regarding coping resources, it was found that friend support was not associated with the time participants spent playing games, whereas those who perceived greater family support played games less, and vice versa. Furthermore, the relationship between demands and resources (cognitive appraisal) was not linked to the time spent playing video games, nor was it associated with avoidance coping. The results also indicated that there was no significant difference in the time spent playing video games during exam periods between participants who utilized avoidance coping more and those who utilized it less. Similarly, there was no statistically significant difference in game playing time between participants who perceived higher coping abilities with exam demands and those who perceived lower coping abilities.
Keywords
multidimenzionalni model suočavanja sa stresom
stres
videoigre
ispitni rokovi
Keywords (english)
multidimensional stress coping model
stress
video games
exam periods
Language croatian URN:NBN urn:nbn:hr:158:226688 Study programme Title: University graduate study of Social Pedagogy Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2023-10-13 11:39:50
