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      An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

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          Abstract

          (1) Background: Society is changing amazingly fast, and this is bringing about changes in the way that people spend their free time. In the 21st century, free time is increasingly spent using technological devices such as video games, thus increasing levels of sedentariness. The aim of the present study was to define an explanatory model for the problematic use of video games, physical activity, motivational climate in sports, and victimization in schoolchildren, and to analyze the relationships between these variables according to gender; (2) Methods: A total of 734 schoolchildren, of both sexes, participated in this research study. They were aged from 10 to 12 and lived in the province of Granada (Spain). The main instruments used were the questionnaires PMCSQ-2, PAQ-C, QERV, and SVS. A multigroup structural equation model was used, which had an excellent fit (χ 2 = 319.472; df = 72; p < 0.001; CFI = 0.962; NFI = 0.952; IFI = 0.962; RMSEA = 0.048); (3) Results: The practice of physical activity was related negatively and indirectly to the problematic use of video games ((r = −0.085, boys); (r = −0.081, girls)), and this in turn was related positively and directly to victimization ((r = 0.094, boys); (r = 0.174, girls)). Additionally, task climate was inversely related to the problematic use of video games for girls (r = −0.133), and ego climate was directly related to the use of these devices only with regard to boys (r = 0.250). (4) Conclusions: It must be noted that schoolchildren’s pathological use of video games is closely related to lower levels of physical activity. In addition, those motivational climates in sports that are oriented towards performance exacerbate this pathological behavior, which accentuates the importance of promoting motivational climates that are oriented towards tasks in schoolchildren.

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          Do Angry Birds Make for Angry Children? A Meta-Analysis of Video Game Influences on Children's and Adolescents' Aggression, Mental Health, Prosocial Behavior, and Academic Performance.

          The issue of whether video games-violent or nonviolent-"harm" children and adolescents continues to be hotly contested in the scientific community, among politicians, and in the general public. To date, researchers have focused on college student samples in most studies on video games, often with poorly standardized outcome measures. To answer questions about harm to minors, these studies are arguably not very illuminating. In the current analysis, I sought to address this gap by focusing on studies of video game influences on child and adolescent samples. The effects of overall video game use and exposure to violent video games specifically were considered, although this was not an analysis of pathological game use. Overall, results from 101 studies suggest that video game influences on increased aggression (r = .06), reduced prosocial behavior (r = .04), reduced academic performance (r = -.01), depressive symptoms (r = .04), and attention deficit symptoms (r = .03) are minimal. Issues related to researchers' degrees of freedom and citation bias also continue to be common problems for the field. Publication bias remains a problem for studies of aggression. Recommendations are given on how research may be improved and how the psychological community should address video games from a public health perspective.
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            Development of the multidimensional peer-victimization scale

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              Risk factors for involvement in cyber bullying: Victims, bullies and bully–victims

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                Author and article information

                Journal
                Int J Environ Res Public Health
                Int J Environ Res Public Health
                ijerph
                International Journal of Environmental Research and Public Health
                MDPI
                1661-7827
                1660-4601
                29 August 2018
                September 2018
                : 15
                : 9
                : 1866
                Affiliations
                [1 ]Department of Education, University of Almería, 04120 Almería, Spain; mcastros@ 123456ual.es
                [2 ]Department of Integrated Didactics, University of Huelva, 21007 Huelva, Spain
                [3 ]Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain; jlubago@ 123456ugr.es (J.L.U.-J.); felixzo@ 123456ugr.es (F.Z.-O.)
                [4 ]Kinesiology School, University Santo Tomas, 837003 Santiago, Chile; ezafra@ 123456santotomas.cl
                Author notes
                [* ]Correspondence: ramon.chacon@ 123456ddi.uhu.es ; Tel.: +34-958-248-949
                Author information
                https://orcid.org/0000-0002-2357-3093
                https://orcid.org/0000-0003-0937-1089
                https://orcid.org/0000-0002-7252-209X
                https://orcid.org/0000-0002-1189-894X
                Article
                ijerph-15-01866
                10.3390/ijerph15091866
                6164500
                30158454
                7c6db88a-9484-4e4d-bd5e-f9acd4aff165
                © 2018 by the authors.

                Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ( http://creativecommons.org/licenses/by/4.0/).

                History
                : 04 August 2018
                : 24 August 2018
                Categories
                Article

                Public health
                motivational climate in sport,physical activity,bullying,problematic use of video games,children

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