Examination of Unwanted Behaviours and Game Addiction Situations of Secondary School Students

Abstract

This study examines the relationship between middle school students' undesirable behaviours and digital game addiction. Undesirable behaviours disrupt teaching, harm peers, compromise safety, and lower teacher motivation. These behaviours, often influenced by family and environmental factors, disrupt classroom order. Digital games, particularly violent ones, can lead to issues such as anxiety, aggression, and addiction, which further contribute to hyperactivity, antisocial behaviours, and confusion between reality and fantasy. Identifying and addressing these behaviours is crucial for enhancing the teaching process. The research was conducted with 372 middle school students in the Turkish Republic of Northern Cyprus (TRNC). It aimed to measure the levels of undesirable behaviours and digital game addiction and to explore differences by gender and grade level. Findings showed that female students exhibited more undesirable behaviours, such as "hurting others," "insulting," and "self-harming," than male students. A moderate positive correlation was found between digital game addiction and undesirable behaviours, indicating that addiction may exacerbate such issues. The study suggests that digital game addiction negatively impacts students' behaviours. Collaboration between school administrations, teachers, and families is essential to address this problem. Recommendations include limiting game time, promoting healthy digital content, enhancing social skills through educational programs, and increasing parental supervision. Families are encouraged to support alternative social activities. Future research should assess the effectiveness of these strategies in reducing game addiction and improving behavioural outcomes.