The Moderator Effect of Achievement Need on the Relationship Between Online Game Pleasure and Academic Engagement on College Students

• Main Authors: Jung-Long Lee, 李俊龍
• Other Authors: Yi-Mei Lee
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/72579026814616902256

碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 102 === The research intends to investigate the moderator effect of college students’ achievement need on the relation between online game pleasure and academic engagement. The research used purposive sampling. 353 college students were surveyed using “online game pleasure scale,” “achievement need scale,” and “academic engagement scale.” Hierarchical multiple regression analysis are used to test the main effect and moderator effect. The results are as follows: 1. There is no significant correlation between online game pleasure and academic engagement. The online game engagement and the three dependent variables, including emotional, cognitive, and academic engagements was significant positive weak correlation. The online game interaction and the behavioral engagement was significant negative weak correlation. 2. The dummy variable, learning time per day, has a significant predicted effect on the academic engagements except for learning less than 1 hour per day. The result shows that the need to achieve has a positive main effect on academic engagements. The need to achieve and the need to avoid failure has a significant moderator effect, the post hoc test of moderator effect indicates that there is a significant positive correlation between online game pleasure and academic engagement on the students classified as overstrivers. 3. When the dependent variable is behavioral engagement, the need to avoid failure has a significant moderator effect on the relation between online game immersion and behavioral engagement, and the need to achieve has a positive main effect on behavioral engagements. 4. When the dependent variable is emotional engagement, the dummy variable, learning more than 3 hour per day, has a significant predicted effect, and the result shows that the need to achieve has a positive main effect on online game immersion. 5. When the dependent variable is cognitive engagement, the dummy variable, playing online game more than 2 hour per day, has a significant predicted effect, the need to achieve has a significant moderator effect on the relation between online game engagement and cognitive engagement, and the need to achieve has a positive main effect on online game engagement. The results of this research provide parents and school counselors with the following guidelines: when dealing with students with online game addiction, they should keep in mind that “quitting” online games in not the only solution to the problem. Instead, they should give instructions on the students’ schoolwork if the students are classified as success-oriented or failure-avoiding learners. On the other hand, if the students are classified as overstrivers, they should encourage the students to reduce academic stress by spending moderate time playing online games.