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SCHOOL INVOLVEMENT OF STUDENTS ADDICTED TO AND NOT ADDICTED ON COMPUTER GAMES
Abstract
The effectiveness of school pupils' functioning is conditioned by many factors. One of them is the involvement of students referring to active participation in lessons and knowledge preoccupation. The positive attitude of a student to school, participation in school and class life as well as identification with the class prevents various forms of socially unacceptable behavior. Involvement causes students to have such traits as perseverance, creativity and effectiveness in achieving goals. The condition of commitment is the diligence and effort that the student must put in mastering the material. Student involvement sometimes goes in a different direction, for example computer games, which often causes addiction to them. In recent years, computer games have become a popular and widespread entertainment and form of recreation around the world. People who are addicted to games are becoming younger and their behavior is often irrational in such cases. Therefore, there is a need to examine pupils addicted to computer games in the context of their school involvement. The aim of this research was to check if there is a significant relationship between the school involvement of addicted and non-addicted (on computer games) students. Theoretical analysis of pupils 'school involvement and problem of students' addiction to computer games and the results of the research conducted so far allowed to formulate the following main hypothesis: Students characterized by a high degree of dependence on computer games demonstrate lower involvement in school problems than students with low addiction. This hypothesis has been empirically verified by means of the following tools: Schaufeli's, Bekker's and M. Salanov's School Engagement Questionnaire in the study of S. Tucholska. The second tool was the personal worksheet used for gathering basic information about the studied youth and their activity related to participation in computer games. The research was carried out personally in the second half of 2018. The selection of the subjects was deliberate. The study was attended by a total of 338 students 16-18 studying in high schools in the Lesser Poland Voivodeship in Poland. From this group, two extreme groups (75 students) were identified, ie group A - students who declared their low activity in computer games and group B - students declaring high activity in computer games. Obtained results of research on student school involvement differentiate extreme groups. Students with high activity in computer games received a low score of school engagement on the scales: vigor, dedication and preoccupation, energy and perseverance. The obtained test results have their confirmation in the adopted general hypothesis. The studies carried out have a socially important meaning, because they allowed to formulate application forms for pedagogical practice.
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