:: Volume 22, Issue 5 (12-2017) ::
__Armaghane Danesh__ 2017, 22(5): 663-673 Back to browse issues page
Investigating the Relationship between Computer Games with Intelligence, Emotional Intelligence and Social Intelligence
A Maredpor 1, A Mahmoudi2, SH Kharamin3, M Papi2
1- Department of Psychology and Educational Sciences, Yasouj Branch, Islamic Azad University, Yasouj, Iran, , dehlidena@yahoo.com
2- Department of Psychology and Educational Sciences, Yasouj Branch, Islamic Azad University, Yasouj, Iran,
3- Department of Psychology, Yasuj University of Medical Sciences, Yasuj, Iran
Abstract:   (3340 Views)
Abstract
Background and aim: Due to the prevalence of computer games among children and adolescents, studies have been conducted on the relationship between these games and their effects on this age group. The purpose of this study was to investigate the relationship between computer games with intelligence, emotional intelligence and social intelligence in Yasuj students.
 
Methods: This was a descriptive-analytic study. The target population in this study was all students of the secondary school, among whom 200 were selected by random sampling. Data were collected using Rhino cognitive intelligence, Trumo Social intelligence, Shoot Emotional Intelligence, and a questionnaire including computer and demographic variables. Data analysis was performed using independent t-test, one way ANOVA and Pearson correlation coefficient.
 
Results: Of the students studied, 118 (59%) were male. The type of computer games was directly related to the studentschr('39') gender (p = 0.001). Social intelligence had a direct correlation with the hours spent on computer games (p = 0.001), but cognitive intelligence (p = 0.5) and emotion (p = 0.95) did not have a significant relationship with the hours spent on games. The type of game was not significantly correlated with cognitive intelligence of students (p = 0.99), but with emotional intelligence (p = 0.035) and social intelligence (p = 0.04), students had a significant direct relation. Studentschr('39') gender had a significant relationship with their social intelligence (p = 0.0001), but with cognitive intelligence (p = 0.57) and emotional intelligence (p = 0.13), they did not have a significant relationship. There was no significant relationship between the time spent on computer games and the gender of students (p = 0.53).
 
Conclusion: The results of this study showed that there was a significant relationship between computer games and their type with intelligence, social intelligence and emotional intelligence. There was also a relationship between the game and the studentschr('39') gender, so that boys are more likely to play mobile games and rough girls are more interested in social groups, so it is suggested to present their games and their type according to their gender. The findings of this study were consistent with most similar studies
 
 
Keywords: Computer games, Cognitive intelligence, Emotional intelligence, Social intelligence, Guidance students
Full-Text [PDF 379 kb]   (1025 Downloads)    
Type of Study: Research | Subject: Psychology
Received: 2017/06/21 | Accepted: 2017/12/4 | Published: 2017/12/4


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Volume 22, Issue 5 (12-2017) Back to browse issues page