Investigation of the Relationship Between Digital Game Addiction Levels and Math Exam Anxiety of Middle School Students

Abstract

The aim of this study is to determine the the relationship between the digital game addiction levels of middle school students and their math test anxiety as well as to esatablish whether their math test anxiety and digital game addiction levels differ according to various variables. The research has been carried out with the descriptive study model. The sample of the study consists of 276 5th-8th grade students in the 2020-2021 academic year. The digital game addiction scale and the mathematics test anxiety scale was used for data gathering. The scores obtained within this framework have been analyzed using descriptive statistic, t and Pearson r correlation analyses. As a result of the research, we have reached that students’ digital game addictions are at a low level and are in the low-risk group, and students sometimes experience math test anxiety. Examining the anxiety sub-factors revealed that while tension is more prevalent among students, test anxiety, effectiveness, and illusion are occasionally experienced by them. While the digital game addiction levels of the boys were higher than the girls, it was seen that there was no difference between the genders in terms of math test anxiety, but the tension dimension was higher in girls. There is a weak positive relationship between digital game addiction and math test anxiety (r=0.272).