Abstract
Objective: The aim of this study is to investigate the relationship between secondary school students' digital game addiction and subjective well-being at school. In addition, it was investigated whether subjective well-being of secon-dary school students differed according to gender and grade level. In this study, relational survey model is used. Methods: The population of this study was composed of students in secondary schools of the Turkish Republic of Northern Cyprus Ministry of Education and Culture in 2018-2019 academic year. Quantitative data were collected from 600 students attending secondary schools in Nicosia, Famagusta, GA¼zelyurt, Kyrenia, Lefke and A°skele. Digital Game Addiction and Subjective Well-Being Scales were administered to the students. The data were analyzed with SPSS v.24. Findings: According to the results of the research, the subjective well-being of girls in school is higher than that of boys. In addition, subjective well-being scores of the sixth and seventh grade students were better than the eighth grade students. Result: In addition, as students' addiction to digital games increases, their subjective well-being at school decreases.
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