Longitudinal associations between gaming and academic motivation during middle childhood.

ABSTRACT:

Background

Child video game playing ("gaming") may lead to decreased child academic motivation. Conversely, children with low academic motivation may seek fulfillment through gaming. We examined bidirectional associations between child gaming and academic motivation across middle childhood.

Methods

Our analyses are based on 1,631 children (boys = 785) followed in the context of the Quebec Longitudinal Study of Child Development. Data on gaming and academic motivation were collected repeatedly at ages 7, 8, and 10. Measures of child gaming were parent-reported and reflect daily video game playing time. Measures of academic motivation were child self-reported and reflect enjoyment in learning mathematics, reading, and writing. To disentangle the directionality of associations,

SUBMITTER: Tiraboschi GA 

PROVIDER: S-EPMC12404323 | biostudies-literature | 2025 Aug

REPOSITORIES: biostudies-literature