In this study, we investigated the extent to which adolescents who spend time playing violent video games exhibit higher levels of aggressive behaviour when compared with those who do not. A large sample of British adolescent participants (n = 1004) aged 14 and 15 years and an equal number of their carers were interviewed. Young people provided reports of their recent gaming experiences. Further, the violent contents of these games were coded using official E.U. and US ratings, and carers provided evaluations of their adolescents' aggressive behaviours in the past month. Following a preregistered analysis plan, multiple regression analyses tested the hypothesis that recent violent game play is linearly and positively related to carer assessments of aggressive behaviour. Results did not support this prediction, nor did they support the idea that the relationship between these factors follows a nonlinear parabolic function. There was no evidence for a critical tipping point relating violent game engagement to aggressive behaviour. Sensitivity and exploratory analyses indicated these null effects extended across multiple operationalizations of violent game engagement and when the focus was on another behavioural outcome, namely, prosocial behaviour. The discussion presents an interpretation of this pattern of effects in terms of both the ongoing scientific and policy debates around violent video games, and emerging standards for robust evidence-based policy concerning young people's technology use.

This dataset represents a portion of the data collected for the academic paper titled "Development and Validation of the Problematic Video Game Playing Scale for Adolescents (PVGP-Adolescent)". The core objective of this scale is to validate five critical dimensions related to problematic video game playing among adolescents: daily-life disturbance (DD), interpersonal relationships (IRE), schooling disruption (SD), physical consequences (Phy-C), and psychological consequences (Psy-C).To ensure the reliability and validity of the responses, the scale incorporates a pair of reverse questions and a single lie-detection question (IRE6 and Psy-C5). The data set has been pre-processed, and researchers analyzing the data can directly exclude IRE6 and Psy-C5 during their analysis. While the complete dataset analyzed in the paper comprises 370 valid samples, ethical considerations and other practical constraints have led to the upload of only 250 records. It is important to emphasize that even with this partially complete dataset, researchers can still obtain comparable results and insights into the phenomenon of problematic video game playing among adolescents.

BackgroundActive video games (AVGs) have gained interest as a way to increase physical activity in children and youth. The effect of AVGs on acute energy expenditure (EE) has previously been reported; however, the influence of AVGs on other health-related lifestyle indicators remains unclear.ObjectiveThis systematic review aimed to explain the relationship between AVGs and nine health and behavioural indicators in the pediatric population (aged 0–17 years).Data sourcesOnline databases (MEDLINE, EMBASE, psycINFO, SPORTDiscus and Cochrane Central Database) and personal libraries were searched and content experts were consulted for additional material.Data selectionIncluded articles were required to have a measure of AVG and at least one relevant health or behaviour indicator: EE (both habitual and acute), adherence and appeal (i.e., participation and enjoyment), opportunity cost (both time and financial considerations, and adverse events), adiposity, cardiometabolic health, energy intake, adaptation (effects of continued play), learning and rehabilitation, and video game evolution (i.e., sustainability of AVG technology).Results51 unique studies, represented in 52 articles were included in the review. Data were available from 1992 participants, aged 3–17 years, from 8 countries, and published from 2006–2012. Overall, AVGs are associated with acute increases in EE, but effects on habitual physical activity are not clear. Further, AVGs show promise when used for learning and rehabilitation within special populations. Evidence related to other indicators was limited and inconclusive.ConclusionsControlled studies show that AVGs acutely increase light- to moderate-intensity physical activity; however, the findings about if or how AVG lead to increases in habitual physical activity or decreases in sedentary behaviour are less clear. Although AVGs may elicit some health benefits in special populations, there is not sufficient evidence to recommend AVGs as a means of increasing daily physical activity.

This dataset relates to the PhD study, "The voices of home educated adolescents: a participatory research study exploring their home education experiences". The study is a participatory research project with young people aged 13–17 who are home educated. They used vlogs, blogs, or visual boards to collect data on their experiences of being home educated, with a particular focus on their perceptions of their educational outcomes and social development.

The dataset includes resources created by participants, including a vlog, three blogs and three visual boards.

The vlog is an insight into how playing video games is an opportunity of learning for the participant: it demonstrates his interest in historical events and weaponry. Furthermore, the research project and creating the vlog itself was a new experience for him and was seen as a learning opportunity and became integrated into his home education experience. To align with the research methodology and remain socially and culturally appropriate, the participant used this method of data collection as an insight into his lived experience as home educated. Home educated young people have the autonomy and flexibility to learn through various mediums and learning tools that interest and relate to them. Therefore this vlog demonstrates that doing research with children can include various data collection methods that relate to the child's lived experience.

The visual boards are representations of participants' experiences being home educated and their perceptions of their educational outcomes. The blogs are a collection of thoughts or diary entries of their experience being home educated.

Fernsehgewohnheiten, Videonutzung, Kinobesuch undFreizeitaktivitäten von Schülern in Süd-Ost-Bayern. Themen: Besitz, Verfügbarkeit bzw. Wunsch nach Geräten derUnterhaltungselektronik; Bücherbesitz; Bibliotheksnutzung;Zeitschriften im Haushalt; Zeitaufwand an Wochentagen bzw. anWochenenden für Musikhören, Fernseh- oder Videosehen, Lesen vonBüchern und Zeitschriften, Illustrierten oderJugendzeitschriften; Aufstehenszeit; Bettgehzeit; Häufigkeitvon Kinobesuchen; Begleitperson und Gründe für die Wahl desFilms; Beurteilung von Filmen; präferierte Filmart; Gesprächeüber Kinofilme und Gesprächspartner; Interesse, einen Filmselbst herzustellen; Fernsehkonsum und Partner beim Fernsehen;Fernsehen als liebste Freizeitbeschäftigung; Kriterien für dieFernsehprogrammwahl; Einstellung zum Fernsehen (Skala);Einschränkungen des Fernsehkonsums durch die Eltern;Fernsehverbot; Schreiben von Hörerbriefen; präferierteFernsehsendungen und Fernsehserien; Videokonsum; Ort undPartner beim Ansehen von Videofilmen; Bezugsquellen undpräferierte Videofilme; Gründe für die Präferenz vonVideofilmen; physische und psychische Reaktionen des Befragtenauf das Ansehen von Videofilmen; Austausch von Videokassettenmit Klassenkameraden und Freunden; Gespräche undGesprächspartner über Videofilme; präferierte Radiosendungenund Musikrichtungen; Lieblingssänger und Lieblingsmusikgruppe;Videospiele und Häufigkeit der Benutzung; präferierteVideospiele und Spielort; Anzahl der Videospielkassetten;Geldausgaben für öffentliche Videospielautomaten; Einstellungzu Videospielen und Mitgliedschaft in einem Video-Fanclub;Interesse am Erlernen einer Programmiersprache zumSelbstentwickeln von Videospielen; präferierteFreizeitaktivitäten. In speziellen Zusatzbefragungen wurden ausgewähltePersönlichkeitsmerkmale erfaßt. Nach dem Zufallsprinzip wurdendie Befragten den Teilstichproben zugewiesen und mittelseingeführter Tests und Selbstbeurteilungsverfahren weiterbefragt:a.) Verhaltensauffälligkeiten und psychosomatische Störungen,b.) Selbstkonzept, c.) moralisches Urteil und d.) Aggressivität. Demographie: Alter; Geschlecht; Wiederholungen einer Klasse; Art derSchule; Angestrebter Schulabschluss; Angestrebter Beruf; Beruf desVaters, der Mutter; Berufstätigkeit des Vaters, der Mutter;Schulabschluss der Eltern; Wohnstatus; Ortsgröße (klassiert);Urbanisierungsgrad; Nationalität. Television habits, use of video, going to the movies and leisureactivities of schoolchildren in south-east Bavaria. Topics: possession, availability or desire for equipment ofentertainment electronics; possession of books; library use; magazinesin the household; time expended on weekdays or on weekends listening tomusic, watching television or video, reading books and magazines,picture magazines or youth magazines; time of getting up; time of goingto bed; frequency of going to the movies; person accompanying andreasons for selection of the film; judgement on films; preferred typeof film; conversations about movie films and conversation partner;interest in making a film oneself; watching television and partner whenwatching television; television as favorite leisure activity; criteriafor choice of television station; attitude to television (scale);restrictions of watching television by parents; prohibition oftelevision; writing of listener letters; preferred televisionbroadcasts and television series; use of video; place and partner whenwatching video films; source and preferred video films; reasons forpreference of video films; physical and psychological reactions ofrespondent to the appearance of video films; exchange of videocassettes with classmates and friends; conversations and conversationspartner about video films; preferred radio boradcasts and musicalstyles; favorite singer and favorite music group; video games andfrequency of use; preferred video games and place of play; number ofvideo game cassettes; money spent on public video game machines;attitude to playing video games and membership in a video fan club;interest in learning a programming language to develop one´s own videogames; preferred leisure activities. In special supplementary surveys personality traits were recorded. At random the respondents were assigned to a sub-sample and furtherinterviewed by means of tests and self-evaluation procedures: a. conspicuous behavior and psychosomatic disturbances, b. self concept, c. moral verdict, and d. aggressiveness.

BackgroundGaming disorder (GD) has been recognized as an official diagnostic entity in the latest revision of the International Classification of Diseases (ICD-11). However, the majority of previous studies used different instruments, which are not fully consistent with the concept of GD in ICD-11. The development of a screening assessment instrument based on ICD-11 for this new disease entity is very urgent and important.MethodsThe ICD-11 Gaming Disorder Symptom Questionnaire (GDSQ), based on the ICD-11 diagnostic guidelines for GD, was developed by a team of GD experts. A total of 7,790 adolescents were included in this study. Criterion validity was assessed by GDSQ, Video Gaming Dependency Scale (VGDS), weekly game playing time, weekly game video viewing time, and monthly money spent on games. Item structure was measured by factorial analysis. Discrimination between GD and non-GD was examined based on the receiver characteristic curve (ROC).ResultsThe GDSQ was very well described by three symptoms of GD (i.e., impaired control, increasing priority to gaming, and continued use despite the occurrence of negative consequences). The internal consistency was excellent (Cronbach's α = 0.964) with good criterion validity and good discriminatory power. The optimal cutoff point for determining the profile of gamers was found to be ≥62 points. The GDSQ revealed that the prevalence of GD was 2.27% in this adolescent sample.ConclusionThe ICD-11–based GDSQ is a successfully validated measurement scale for GD among adolescents. This study provides a new tool (GDSQ) for us to effectively identify individuals with risk of GD in medical and non-medical settings.

Television habits, use of video, going to the movies and leisure activities of schoolchildren in south-east Bavaria. Topics: possession, availability or desire for equipment of entertainment electronics; possession of books; library use; magazines in the household; time expended on weekdays or on weekends listening to music, watching television or video, reading books and magazines, picture magazines or youth magazines; time of getting up; time of going to bed; frequency of going to the movies; person accompanying and reasons for selection of the film; judgement on films; preferred type of film; conversations about movie films and conversation partner; interest in making a film oneself; watching television and partner when watching television; television as favorite leisure activity; criteria for choice of television station; attitude to television (scale); restrictions of watching television by parents; prohibition of television; writing of listener letters; preferred television broadcasts and television series; use of video; place and partner when watching video films; source and preferred video films; reasons for preference of video films; physical and psychological reactions of respondent to the appearance of video films; exchange of video cassettes with classmates and friends; conversations and conversation spartner about video films; preferred radio boradcasts and musical styles; favorite singer and favorite music group; video games and frequency of use; preferred video games and place of play; number of video game cassettes; money spent on public video game machines; attitude to playing video games and membership in a video fan club; interest in learning a programming language to develop one´s own video games; preferred leisure activities. In special supplementary surveys personality traits were recorded. At random the respondents were assigned to a sub-sample and further interviewed by means of tests and self-evaluation procedures: a. conspicuous behavior and psychosomatic disturbances, b. self concept, c. moral verdict, and d. aggressiveness. Fernsehgewohnheiten, Videonutzung, Kinobesuch und Freizeitaktivitäten von Schülern in Süd-Ost-Bayern. Themen: Besitz, Verfügbarkeit bzw. Wunsch nach Geräten der Unterhaltungselektronik; Bücherbesitz; Bibliotheksnutzung; Zeitschriften im Haushalt; Zeitaufwand an Wochentagen bzw. an Wochenenden für Musikhören, Fernseh- oder Videosehen, Lesen von Büchern und Zeitschriften, Illustrierten oder Jugendzeitschriften; Aufstehenszeit; Bettgehzeit; Häufigkeit von Kinobesuchen; Begleitperson und Gründe für die Wahl des Films; Beurteilung von Filmen; präferierte Filmart; Gespräche über Kinofilme und Gesprächspartner; Interesse, einen Film selbst herzustellen; Fernsehkonsum und Partner beim Fernsehen; Fernsehen als liebste Freizeitbeschäftigung; Kriterien für die Fernsehprogrammwahl; Einstellung zum Fernsehen (Skala); Einschränkungen des Fernsehkonsums durch die Eltern; Fernsehverbot; Schreiben von Hörerbriefen; präferierte Fernsehsendungen und Fernsehserien; Videokonsum; Ort und Partner beim Ansehen von Videofilmen; Bezugsquellen und präferierte Videofilme; Gründe für die Präferenz von Videofilmen; physische und psychische Reaktionen des Befragten auf das Ansehen von Videofilmen; Austausch von Videokassetten mit Klassenkameraden und Freunden; Gespräche und Gesprächspartner über Videofilme; präferierte Radiosendungen und Musikrichtungen; Lieblingssänger und Lieblingsmusikgruppe; Videospiele und Häufigkeit der Benutzung; präferierte Videospiele und Spielort; Anzahl der Videospielkassetten; Geldausgaben für öffentliche Videospielautomaten; Einstellung zu Videospielen und Mitgliedschaft in einem Video-Fanclub; Interesse am Erlernen einer Programmiersprache zum Selbstentwickeln von Videospielen; präferierte Freizeitaktivitäten. In speziellen Zusatzbefragungen wurden ausgewählte Persönlichkeitsmerkmale erfaßt. Nach dem Zufallsprinzip wurden die Befragten den Teilstichproben zugewiesen und mittels eingeführter Tests und Selbstbeurteilungsverfahren weiter befragt: a.) Verhaltensauffälligkeiten und psychosomatische Störungen, b.) Selbstkonzept, c.) moralisches Urteil und d.) Aggressivität. Demographie: Alter; Geschlecht; Wiederholungen einer Klasse; Art der Schule; Angestrebter Schulabschluss; Angestrebter Beruf; Beruf des Vaters, der Mutter; Berufstätigkeit des Vaters, der Mutter; Schulabschluss der Eltern; Wohnstatus; Ortsgröße (klassiert); Urbanisierungsgrad; Nationalität.