Students' Cognitive and Physical Lesson Avoidance in the Context of Problematic Computer Game Usage

• In Event: 43.039 - Beneficial or Detrimental: Critical Perspectives on Technology and Student Cognitive, Behavioral, and Academic Performance

Abstract

In the past, the phenomenon of lesson avoidance and school absenteeism of students has aroused an increasing interest both in science and in media. Nevertheless, research has failed to keep up with these developments in offering theoretical and empirical evidence for understanding students’ lesson avoidance yet. This study aims to predict cognitive and physical lesson avoidance of students by computer game usage. In this regard, we pose the question whether we can identify effects of problematic computer game use on students’ cognitive and physical lessons avoidance behavior. The study was conducted based on a German student sample from grades 7-10 (N = 578). The findings show a mediation of computer game dependency on physical lesson avoidance via students’ cognitive lesson avoidance.

Authors

• Arvid Nagel, University of Teacher Education St.Gallen

• Horst Biedermann, Saint Gallen University of Teacher Education