eng Science and Education Publishing American Journal of Educational Research 2327-6150 2018-04-27 4 16 1157 1163 10.12691/education-4-16-6 EDUCATION20164166 article Luis Concepcion lrconcepcion@liberty.edu 1 Marilyn Nales-Torres 2 Ana Rodriguez-Zubiaurre 3 Human Services, Liberty University, Lynchburg, VA, United States Nova Southwestern University, Fort Lauderdale, FL, United States Management (Economy and Tourism), Universidad de las Palmas de Gran Canaria, Spain 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. http://pubs.sciepub.com/education/4/16/6/education-4-16-6.pdf videogames academic achievement deviant behavior adolescents