Comparing the Executive Functions and Social Skills in Teenagers Addicted and Not Addicted to Online Computer Games

Araghi, Seyed Mohsen; Farhoodi, Farzad

Volume 15 - Articles-1404 MEJDS (2025) 15: 79 | Back to browse issues page

Mendeley

Zotero

RefWorks

Araghi S M, Farhoodi F. Comparing the Executive Functions and Social Skills in Teenagers Addicted and Not Addicted to Online Computer Games. MEJDS 2025; 15 (0) :79-79
URL: http://jdisabilstud.org/article-1-3361-en.html

Comparing the Executive Functions and Social Skills in Teenagers Addicted and Not Addicted to Online Computer Games

Seyed Mohsen Araghi ^*¹

, Farzad Farhoodi²

1- MA in Psychology, Islamic Azad University, Yazd, Iran
2- PhD in Psychology, Psychology Department, Islamic Azad University, Yazd, Iran

Abstract: (1380 Views)

Abstract
Background & Objectives: Like many new forms of entertainment that have gained widespread popularity, computer games have caused concerns about their possible effects on extreme players. Addiction and dependence on computer games are one of the most important psychological and behavioral effects of using these games. An approach that has been developed in recent years regarding the issue of addiction and dependence is the approach of addiction as a brain disease. Based on clinical findings, addiction has long–term and short–term effects on the cognitive functions of the brain due to changes in brain structure and function; therefore, examining executive functions in computer game addiction can be important. Another topic that seems important to examine in relation to computer game addiction is social skills. Healthy and optimal communication with others and the surrounding environment requires the development of social skills. Considering the importance of adolescence, the prevalence of internet gaming addiction, and the research gap in this field, this research aimed to compare the executive functions and social skills in adolescents addicted to online computer games and non–addicted adolescents.
Methods: The current research employed a causal–comparative design. The statistical population of this study consisted of all tenth–grade students in Yazd City, Iran, during the academic year 2022–2023. The sample consisted of 200 students randomly selected from a cluster. In this way, one district was randomly selected from among the educational districts of Yazd. Then, 4 high schools were randomly selected from among the boys' high schools in this district, and the questionnaires were distributed in these schools. Finally, 200 students, including 100 students with symptoms of computer game addiction and 100 independent students, were selected based on the scores of the Online Game Addiction Questionnaire (Wang & Chang, 2004). The cut–off point for selecting students addicted to computer games was 53 and above based on the score of the questionnaire. Then, the Matson Evaluation of Social Skills with Youngsters (MESSY) (Matson, 1983) and the Wisconsin Card Sorting Test (Grant & Berg, 1948) were administered for two groups. In terms of observing ethical considerations, it should be noted that the authors closely monitored the implementation of the questionnaire and test, and issues such as the right to participate in the research, informed consent, and confidentiality of information were clearly explained to the participants. Data analysis was performed at two levels: descriptive (mean and standard deviation) and inferential (independent t test) using SPSS software version 19 at a significance level of 0.05.
Results: The study included 200 participants, with 100 addicted to online computer games and 100 not addicted to online computer games. Additionally, 21 respondents to the questionnaire had been engaged in computer games for less than 6 months, 69 for between 6 months and 1 year, 70 for between 1 and 2 years, and 40 for more than 2 years. The results of the independent t test showed a significant difference between students addicted to online computer games and non–addicted students in all subscales of the Wisconsin Card Sorting Test, including the number of correct categories (p=0.023), perseverative errors (p<0.001), and total errors (p<0.001). Moreover, there was a significant difference in overall social skills (p<0.001) and its subscales, including appropriate social skills (p<0.001), inappropriate assertiveness (p<0.001), impulsive acting (p<0.001), self–confidence (p<0.001), and jealousy and withdrawal (p<0.001).
Conclusion: According to the findings, teenagers who are not addicted to computer games have better performance than non–addicted teenagers in executive functions and social skills. Experts in this field are advised to pay attention to these matters.

Keywords: Executive functions, Social skills, Addiction to computer games

Full-Text [PDF 264 kb] (27 Downloads)

Type of Study: Original Research Article | Subject: Psychology

References

1. Weinstein AM. Computer and video game addiction—a comparison between game users and non-game users. Am J Drug Alcohol Abuse. 2010;36(5):268–76. [DOI]

2. Spekman MLC, Konijn EA, Roelofsma PHMP, Griffiths MD. Gaming addiction, definition and measurement: a large-scale empirical study. Comput Human Behav. 2013;29(6):2150–5. [DOI]

3. Moosivand M, Azizi S, Fooladvand S. Modeling online gaming addiction based on communication skills and feelings of loneliness with the mediating role of adjustment among adolescents during the covid-19 epidemic. Psychological Achievements. 2023;30(1):105–20. [Persian] [Article]

4. Zhao W, Wei T, Zhou R, Wang Y, Wang Y, Ren Z, et al. The influence of online game behaviors on the emotional state and executive function of college students in China. Front Psychiatry. 2021;12:713364. [DOI]

5. Locascio G, Mahone EM, Eason SH, Cutting LE. Executive dysfunction among children with reading comprehension deficits. J Learn Disabil. 2010;43(5):441–54. [DOI]

6. Anderson VA, Spencer‐Smith MM, Coleman L, Anderson PJ, Greenham M, Jacobs R, et al. Predicting neurocognitive and behavioural outcome after early brain insult. Dev Med Child Neurol. 2014;56(4):329–36. [DOI]

7. Anderson VA, Anderson P, Northam E, Jacobs R, Mikiewicz O. Relationships between cognitive and behavioral measures of executive function in children with brain disease. Child Neuropsychol. 2002;8(4):231–40. [DOI]

8. Moradi A, Akbarzadeh M, Farnia V, Alikhani M, Abdoli N. Comparing response inhibition and risky decision-making in people addicted to computer games with drug dependent patients and normal people. Journal of Cognitive Psychology. 2021;8(4):41–59. [Persian] [Article]

9. Nie J, Zhang W, Chen J, Li W. Impaired inhibition and working memory in response to internet-related words among adolescents with internet addiction: a comparison with attention-deficit/hyperactivity disorder. Psychiatry Res. 2016;236:28–34. [DOI]

10. Erdogan O. The mediator's role of communication skills in the effect of social skills on digital game addiction. Acta Psychol (Amst). 2023;237:103948. [DOI]

11. Zamani E, Kheradmand A, Cheshmi M, Abedi A, Hedayati N. Comparing the social skills of students addicted to computer games with normal students. Addict Health. 2010;2(3–4):59–65.

12. Widyanto L, McMurran M. The psychometric properties of the Internet Addiction Test. CyberPsychol Behav. 2004;7(4):443–50. [DOI]

13. Whang LSM, Chang G. Lifestyles of virtual world residents: living in the on-line game "Lineage." CyberPsychol Behav. 2004;7(5):592–600. [DOI]

14. Matson JL, Rotatori AF, Helsel WJ. Development of a rating scale to measure social skills in children: The Matson Evaluation of Social Skills with Youngsters (MESSY). Behav Res Ther. 1983;21(4):335–40. [DOI]

15. Grant DA, Berg E. A behavioral analysis of degree of reinforcement and ease of shifting to new responses in a Weigl-type card-sorting problem. J Exp Psychol. 1948;38(4):404–11. [DOI]

16. Bowden SC, Fowler KS, Bell RC, Whelan G, Clifford CC, Ritter AJ, et al. The reliability and internal validity of the Wisconsin Card Sorting Test. Neuropsychol Rehabil. 1998;8(3):243–54. [DOI]

17. Shahgholian M, Azadfallah P, Fathi-Ashtiani A, Khodadadi M. Design of the Wisconsin Card Sorting Test (WCST) computerized version: theoretical fundamental, developing and psychometrics characteristics. Clinical Psychology Studies. 2012;1(4):110–34. [Persian] [Article]

18. Yousefi F, Khayer M. Investigating the reliability and validity of the Matson Social Skills Scale and comparing the performance of high school girls and boys on this scale. Journal of Social Science and Humanities. 2002;18(2):147–58. [Persian]

19. Zandi Payam A, Davoudi I, Mehrabizadeh M. Normalization and examining psychometric properties of Online Game Addiction Inventory–Persian Version. Iranian Journal of Psychiatry & Clinical Psychology. 2016;21(4):351–61. [Persian] [Article]

20. Mohebi M, Asadzade H, Farrokhi N. Modeling the structural relationships of internet addiction based on executive functions and problems interpersonal: the mediating role of alexithymia. Shenakht Journal of Psychology and Psychiatry. 2020;7(3):150–65. [Persian] [DOI]

21. Liu G, Yen J, Chen C, Yen C, Chen C, Lin W, et al. Brain activation for response inhibition under gaming cue distraction in internet gaming disorder. Kaohsiung J Med Sci. 2014;30(1):43–51. [DOI]

22. Khanbabaei S, Abdollahi MH. A review of etiological models on Internet gaming disorder with emphasize on the Interactive model. Rooyesh. 2021;10(7):213–24.‌[Persian] [Article]

23. Ryan T, Xenos S. Who uses facebook? an investigation into the relationship between the Big Five, shyness, narcissism, loneliness, and Facebook usage. Comput Human Behav. 2011 Sep;27(5):1658–64. [DOI]