Relationships among Taiwanese children's computer game use, academic achievement and parental governing approach

Abstract

This study examined the relationships among children's computer game use, academic achievement and parental governing approach to propose probable answers for the doubts of Taiwanese parents. 355 children (ages 11–14) were randomly sampled from 20 elementary schools in a typically urbanised county in Taiwan. Questionnaire survey (five questions) and statistical analyses were employed. The findings included the following: (a) parents’ active engagement in computer game supervision had a significant impact on children's computer game use; (b) greater participation in computer games correlated significantly with lower academic achievement, but parents’ desire to prevent their children from playing computer games did not make children get the best academic achievement; and (c) the significant interaction effect of gender and parental governing approach on children's academic achievement suggested the adoption of a ‘flexible parenting’ strategy. Finally, several recommendations were provided with parents for supervising children's computer game use and assisting them in obtaining better academic achievement.