Examination of the relationship between digital game addiction levels of secondary school students and levels of academic procrastination, self-efficiency and computational thinking

Digital game addiction, which is considered one of the problems of our time, has become a common situation, especially in children and adolescents. It is thought that it is necessary to focus on the factors that may be associated with this addiction, especially the factors that affect academic life İn order to understand digital game addiction better. This study was conducted to investigate whether secondary school students 'digital game addictions and secondary school students' academic procrastination, academic self-efficacy and computational thinking skills are related. The study examined the relationship of these variables with each other and whether they changed according to the characteristics of the participants (class and gender). The study group of the research consists of 500 secondary school students studying in Altındağ district of Ankara province in the 2019-2020 academic year. Appropriate sampling method was used while determining the accessible population of the study. 263 (52.6%) of the participants are girls and 237 (47.4%) are boys. The relational survey model, which is one of the quantitative research methods, was used in the study. Surveys were used when collecting data. "Personal Information Form","Digital Game Addiction Scale", "Academic Procrastination Scale" ," Academic Self-Efficacy Scale For Children" and "Computational Thinking Scale" were used to collect data. SPSS (Statistical Package for the Social Sciences) 25.0 program was used to analyze the data. Descriptive statistics, Pearson Product Moment Correlation Analysis and Independent Samples T-Test were used to analyze the research data. The significance level was taken as <.01 in the statistics. As a result of the research, it was determined that there is a moderate positive relationship between the digital game addiction levels of middle school students and their academic procrastination. It has been determined that there is a low level of negative relationship between the digital game addiction levels of students and their academic self-efficacy. It was determined that there is a moderately significant negative relationship between the digital game addiction levels of the students and their computational thinking skills. It was determined that male students' digital game addiction and academic procrastination levels are higher, their computational thinking levels are lower, and their academic self-efficacy levels do not differ compared to female students. It was observed that there is no difference in the digital game addiction, academic procrastination, academic self-efficacy and computational thinking skill levels of the participants according to the class level.