American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2016, 4(16), 1157-1163
DOI: 10.12691/education-4-16-6
Open AccessArticle

The Relationship between Videogame Use, Deviant Behavior, and Academic Achievement among a Nationally Representative Sample of High School Seniors in the United States

Luis Concepcion1, , Marilyn Nales-Torres2 and Ana Rodriguez-Zubiaurre3

1Human Services, Liberty University, Lynchburg, VA, United States

2Nova Southwestern University, Fort Lauderdale, FL, United States

3Management (Economy and Tourism), Universidad de las Palmas de Gran Canaria, Spain

Pub. Date: October 20, 2016

Cite this paper:
Luis Concepcion, Marilyn Nales-Torres and Ana Rodriguez-Zubiaurre. The Relationship between Videogame Use, Deviant Behavior, and Academic Achievement among a Nationally Representative Sample of High School Seniors in the United States. American Journal of Educational Research. 2016; 4(16):1157-1163. doi: 10.12691/education-4-16-6


This study examined the relationship between video games and academic performance. Previous research has been mixed with some studies indicating a negative relationship, while others have indicated a positive association. The influence of a moderating variable, deviant behavior, was investigated, as it is hypothesized that students who frequently use videogames and participate in deviant behavior will experience low academic achievement, whereas videogame use will not affect the achievement of students who do not participate in deviant behavior. Using correlation and hierarchical regression analysis of a national sample (the 2013 “Monitoring the Future” (MTF) survey [1]), no statistically significant moderating effect for deviance was discerned. Without a moderating effect, students engaging in a greater number of video games had higher academic achievement, as measured in GPA.

videogames academic achievement deviant behavior adolescents

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