The Relationship Between Obsessive-Compulsive Disorder and Gaming Disorder

International Journal of Cyber Behavior, Psychology and Learning Pub Date : 2023-09-12 DOI:10.4018/ijcbpl.330133

Nazir Hawi, Maya Samaha

引用次数: 0

Abstract

The relationship between the obsessive-compulsive disorder and the gaming disorder is investigated. A total of 345 undergraduates completed a survey that included demographic information, responses to the obsession-compulsive inventory-revised scale and the internet gaming disorder test. While initial findings showed the obsessive-compulsive disorder can predict the gaming disorder, deeper probe carried the potential of changing how this relationship is conceptualized. Only the checking subtype predicted the internet gaming disorder within the disordered gaming group. A corollary to this finding is that symptoms of the checking subtype of the compulsions component can predict having gaming disorder. Also, there was a significant strong association between a counting symptom and the internet gaming disorder scores of the disordered gaming group. This study indicated that the identified significant impact of the obsessive-compulsive disorder on the gaming disorder is rooted in shared mental functions by a gamer.

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强迫症与游戏障碍之间的关系

探讨了强迫症与游戏障碍的关系。共有345名大学生完成了一项调查，其中包括人口统计信息、强迫性量表修正量表的回答和网络游戏障碍测试。虽然最初的研究结果表明强迫症可以预测游戏障碍，但更深入的研究可能会改变这种关系的概念。在网络游戏障碍组中，只有检查亚型预测网络游戏障碍。这一发现的一个推论是，强迫成分的检查亚型的症状可以预测是否患有游戏障碍。此外，在网络游戏障碍组中，计数症状与网络游戏障碍得分之间存在显著的强烈关联。本研究表明，强迫症对游戏障碍的显著影响根植于玩家共享的心理功能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Cyber Behavior, Psychology and Learning Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

期刊介绍： The mission of the International Journal of Cyber Behavior, Psychology and Learning (IJCBPL) is to identify learners’ online behavior based on the theories in human psychology, define online education phenomena as explained by the social and cognitive learning theories and principles, and interpret the complexity of cyber learning. IJCBPL offers a multi-disciplinary approach that incorporates the findings from brain research, biology, psychology, human cognition, developmental theory, sociology, motivation theory, and social behavior. This journal welcomes both quantitative and qualitative studies using experimental design, as well as ethnographic methods to understand the dynamics of cyber learning. Impacting multiple areas of research and practices, including secondary and higher education, professional training, Web-based design and development, media learning, adolescent education, school and community, and social communication, IJCBPL targets school teachers, counselors, researchers, and online designers.