Understanding gaming behavior: Academic and emotional competence as predictors of gaming disorder in gifted youth

Elif Ulu; Umut Haydar Coskun; Burak Karabey

doi:10.14527/edure.2025.01

Authors

Elif Ulu Ege University Author
Umut Haydar Coskun Ministry of Justice Author
Burak Karabey Dokuz Eylül University Author

DOI:

https://doi.org/10.14527/edure.2025.01

Keywords:

Gaming disorder, Gifted children, Self-efficacy

Abstract

The internet and computers are an important part of the education of gifted children. However, it is emphasized that excessive use for gaming purposes can affect the academic competence of children. This research aimed to identify the impact of online gaming on the development of academic, social, and emotional competences in gifted children. This research consisted of 252 gifted children who studied in special centers for training children with gifted children. The regression analysis was conducted and as a result, it was found that academic competence and emotional competence accounted for 30.30% of online gaming disorder in gifted children; however, social competence was not identified as a significant predictor of online gaming disorder in these children. Additionally, it was also discovered that levels of gaming disorder and academic competence varied by gender whereas social and emotional competences did not. Similarly, it was also demonstrated that the number of siblings and/or the educational background of parents did not have a significant impact on online gaming disorder as well as academic, social, and emotional competence levels in highly gifted children. It is considered important to conduct counseling interventions in schools to improve the self-efficacy of gifted children.

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