Investigation of the relationship between university students' digital game addictions and aggression, anger and violence tendency levels

The aim of this study is to determine the relationship between digital game addiction and aggression, anger and violence tendencies of sport sciences students and to examine significant differences according to different variables. The research was carried out using the relational survey method by adopting a quantitative approach. The research group consists of a total of 384 participants, 177 female (46.1%) and 207 male (53.9%), consisting of Gümüşhane University Sports Sciences students. "Convenience Sampling Method" was used as the sampling method of the study. "Personal Information Form", 'Digital Game Addiction Scale for University Students' and 'Aggression and Anger Scale in Sports' were applied as data collection tools. SPSS 25 package program was used for data analysis. Frequency and percentage were used for the findings related to the demographic characteristics of the students; analysis of variance (one-way ANOVA, t test) was used for the comparison of mean scores in unrelated measurements, Tukey test, Pearson correlation and regression analysis were used to determine significant differences. According to the results of the study, it was determined that university students' digital game addiction and aggression, anger and violence tendency levels were below the average. In addition, it was determined that there was a significant relationship between digital game addiction and aggression, anger and violence tendencies at a moderate and positive level, *p<0.05. It was concluded that 21% of the participants' aggression and anger tendencies were caused by digital game addiction. When examined in terms of independent variables, a significant difference was found in the total and sub-dimension scores of aggression and anger in terms of gender, grade, daily game duration and game type; while no significant differences were found in terms of age, department studied and parental education variables. When significant differences were examined in terms of digital game addiction and independent variables, significant differences were found in total and sub-dimension scores of digital game addiction in terms of gender, age, grade, daily game duration, game type and mother's education status variables. The results of the research are expected to contribute to the literature in the related field as well as determining the relationship between digital game addiction and aggression, anger and violence tendencies of Gümüşhane University School of Physical Education and Sports students.