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Exploring Video Game Engagement, Social–Emotional Development, and Adolescent Well-Being for Sustainable Health and Quality Education

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Listed:
  • María Ángeles García-Gil

    (Education Sciences Department, Teacher Training College, University of Extremadura, Avenida de la Universidad, 10003 Cáceres, Spain)

  • Francisco-Ignacio Revuelta-Domínguez

    (Education Sciences Department, Teacher Training College, University of Extremadura, Avenida de la Universidad, 10003 Cáceres, Spain)

  • María-Inmaculada Pedrera-Rodríguez

    (Education Sciences Department, Teacher Training College, University of Extremadura, Avenida de la Universidad, 10003 Cáceres, Spain)

  • Jorge Guerra-Antequera

    (Education Sciences Department, Teacher Training College, University of Extremadura, Avenida de la Universidad, 10003 Cáceres, Spain)

Abstract

This study addresses the relationship between the use of video games and social–emotional learning in adolescents, in line with the Sustainable Development Goals (SDGs) of the United Nations, highlighting SDG 3 (Health and Well-being) and SDG 4 (Quality Education). The Video Game Experiences Questionnaire (VGEQ) was administered to 1146 high school students in Extremadura, Spain, aged 12 to 18 (M = 14.51; SD = 1.57). The VGEQ assessed dependence, negative consequences, and emotional experiences. The results highlighted significant gender differences, with men showing greater dependence and negative consequences related to video games than women. Furthermore, differences were observed by age, with more notable effects in late adolescents. A valuation was found between emotions such as unhappiness, fear, and anger and dependence and negative consequences. This study highlights the complex relationship between video game use, dependence, negative consequences, and emotions in adolescents, with important implications for the well-being and education of young people. Recognizing gender and age disparities underscores the need for a nuanced approach to addressing the social–emotional effects of video games in line with the United Nations SDGs 3 and 4.

Suggested Citation

  • María Ángeles García-Gil & Francisco-Ignacio Revuelta-Domínguez & María-Inmaculada Pedrera-Rodríguez & Jorge Guerra-Antequera, 2023. "Exploring Video Game Engagement, Social–Emotional Development, and Adolescent Well-Being for Sustainable Health and Quality Education," Sustainability, MDPI, vol. 16(1), pages 1-13, December.
    • Handle: RePEc:gam:jsusta:v:16:y:2023:i:1:p:99-:d:1304915
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    References listed on IDEAS

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    1. Wen Xiao & Jiaxin Peng & Suqun Liao, 2022. "Exploring the Associations between Social Media Addiction and Depression: Attentional Bias as a Mediator and Socio-Emotional Competence as a Moderator," IJERPH, MDPI, vol. 19(20), pages 1-14, October.
    2. Inna Čábelková & Wadim Strielkowski & Anna Rybakova & Alla Molchanovа, 2020. "Does Playing Video Games Increase Emotional Creativity?," IJERPH, MDPI, vol. 17(7), pages 1-12, March.
    3. Javier Cejudo & Lidia Losada & Roberto Feltrero, 2020. "Promoting Social and Emotional Learning and Subjective Well-Being: Impact of the “Aislados” Intervention Program in Adolescents," IJERPH, MDPI, vol. 17(2), pages 1-13, January.
    Full references (including those not matched with items on IDEAS)

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