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ONLINE GAMING ON THE SOCIAL BEHAVIOR AND PSYCHOLOGICAL 1
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Living in the modern era, characterized as the information or computer age
(Castelles, 2000), where many technological advances took place and are still being done.
As technology advances, so does the way of living. Keeping up and learning to utilize all
the new advances made, making more people, particularly adolescents, more into high
technology. In relation to this, the adamant usage of gadgets then becomes one of
adolescents’ recreational activities, here they are exposed into the cyber world and all that
it has to offer like social media and games.
Computer games have become a very popular leisure activity among children and
adolescents in recent years. (Wang & Zhu, 2011). Many and many students are
entertained through computer gaming, a popular and highly amusing leisure activity
(Kuss & Griffiths, 2012). It ranges from simple text-based games to complex 3D graphics
and virtual worlds have been strongly widespread over the past decade. Students, having
been stressed from the demands of their school life may tend to do online gaming on their
free time to reduce steam. Playing video games was a minority pursuit, mostly done by
adolescent males, who were known as “gamers” due to the amount of time they spent
playing (Collett & Stoll, 2013).
Continuous online game playing may lead to isolating oneself from other people,
limiting the social interactions and activities of the gamers; in this practice, psychological
problems may arise affecting their psychological and social behaviors. There are those
who seek computer games in order to satisfy their social interaction because they would
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experience anxiety and distress facing the real world’s social situations. The players may
practically prefer all the social interactions and relations occurring in the virtual
environment than in the real world, and they provide the need for stabilizing the social
situation and sense of belonging through interaction with other playmates in the game
(Charlton & Dunforth, 2007).
A similar study was made by Seay (2004) on the social and psychological impact
of online gaming, the study found the empirical examination of the role of self-regulation
and depression in the development of problematic use of interactive entertainment;
identification and examination of socio-environmental and motivational “risk factors”
that could make an individual susceptible to problematic use; and the empirical
examination of the effect that participation in online communities has on the real-life
activities of the individual. In his research, Seay (2004) related self-regulatory behavior
and depression to the development of engagement and problematic use, likewise to player
motivation and style factors’ relationship to problematic gaming administering a
longitudinal study on the World Wide Web catering to gamers from all over the world.
Seligman’s (1988) PERMA Model is a theory of well-being that suggests that
game play can have a positive effect on the mental health of individuals in society that
are engaged in moderate video gaming. According to the PERMA Model (Seligman,
2011), a theory of well-being, “excessive” gamers showed mild increases in problematic
behaviors. The paper identifies strengths in existing games that generate positive effect,
positive functioning, and positive social functioning, contributing to, and supporting
mental health and well-being.

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The researchers observed a difference between the past and the present behaviors
of the adolescents nowadays due to the excessive use of gadgets. Adolescents tend to be
too caught up in playing online games, avoiding social relationships, resulting to having
lesser time to go out and spend time with family and friends. In some instances, when
together with friends or family rather than interacting with one another, gadgets are in the
way of it, limiting people to put their attention solely on their phones browsing through
social media or playing online games instead of the people with them.
This study is stemmed from Seay’s research on the social and psychological
impact of online gaming but the present research will center on the relationship of online
engagement to the interpersonal social behavior of gamers and the potential influence it
has on their psychological well-being. The main purpose of this research is to determine
how online gaming influences the social behavior and psychological well-being of
students by measuring their perceived gaming engagement, social behavior and
psychological well-being. Through this, the general public may know how technology
has taken over the quality of how we live our lives.
The study will make use of the PERMA Model to determine if online gaming
can contribute to a sense of achievement and satisfaction in life in terms of well-being
and interaction or if excessive gaming can lead into poor social behavior and or
psychological well-being. The researchers aim to look into the situation and be able to
pin point the influence of online gaming to the students socially and psychologically.
Administering a descriptive-correlational study to look for the relationships of the
variables to one another, this study is conducted at Baliuag University to gather data from
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gamers in the grade 12 department, wherein the researchers observed to have a huge
gaming community.
Significance of the Study
This study will be of benefit to the following:
Students. The outcome of this study may serve as motivation for them to gain
knowledge about the influence of online gaming in their lives. In addition, they will be
informed on how they behave socially and psychologically wise so that they can learn
more ways on how to moderate their online games usage.
Parents. The result may give them light about their gamer child’s behavior. Also
to encourage them to become more vigilant and alert about the hazards of letting their
child play online games and supervise the number of hours their children spends on
gaming.
Teachers. As the second parents of the students, know of the influence online
games have to their students through this research, helping to deal with their students’
behavior and educating them about the pros and cons of gaming.
University. They can use this research as guide on how to deal with different
students experiencing problems on gaming addiction.
Future Researchers. The results can be a model or source of other studies.
Moreover, the result can be reproduced by using additional variable in other setting or
different participants.
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Statement of the Problem
The purpose of this research is to determine the influence of online gaming to the
social behavior and psychological well-being of the Grade 12 Senior High School
students of Baliuag University during the Academic Year 2018-2019.
1. What is the demographic profile of the students in terms of Sex, Age, and Strand?
2. How may the students’ Psychological Well-being, Social Behavior and Online
Engagement be described?
3. Is there a relationship between Online Games and the Social Behavior and
Psychological Well-being of the respondents?
Hypothesis
The researchers came up with the following null hypotheses:
1. Online gaming does not have a relationship with psychological well-
being; and
2. Online gaming does not have a relationship with social behavior;
Scope and Limitations
The study focuses on the selected grade 12 students of Baliuag University. The
respondents involved are only the students who play multi-player online games. This
research will determine the psychological well-being and social behavior of the students.
It will only revolve on the relationship of the variables and how each one influences or
affects the other.

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This research does not cover all the students of Grade 12 and other year levels in Baliuag
University. The instrument used in this study was configured from 98 items to only 50
items on a number of topics surrounding play and communication in massively
multiplayer games. Omitting the social network size, perceived social support, loneliness,
depression, adapted player type scale and organizational commitment questionnaire for it
will not be measured in the study. In terms of reliability of related data, the study has
gone through a lot of struggles in terms of finding reliable sources that will support this
study. Aside from reliability issues, there are limited and out of date researches that also
decrease the strength of the foundation of literature of the study. In terms of longitudinal
effect, the study was conducted only within three months. The time was not enough to
fully venture deeper into the research problems and prove the statements within the
related literatures. This research, particularly the results may differ if conducted to other
schools in the Philippines and other countries. This study will not venture on the topic of
psychological disorders and in depth analysis of the social behavior the respondents
demonstrate.
Review of Related Literature
As of July 2018, there are approximately 2.2 billion gamers in the world. Out of
the estimated 7.6 billion people living on earth, that means almost a third of people on
this planet are gamers. Out of those 2.2 billion gamers, 1.2 billion of those who play
games are playing games on a PC (Gaimin, 2018). Computer games represent the first
digital media technology which is applied for socialization of a generation in a large scale
and often most of the teenagers in other countries are using these games. But on the other
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hand, excessiveness in playing these games has caused some concerns about the possible
side-effects they have on the players (Zamani, Kheradmand, Cheshmi, Abedi, &
Hedayati, 2010).
Online Engagement
Game is one of the major instruments of leisure which is a component forming the
society. In this sense, game provides the maintainability of social system and has
significant functions for the society (Ayhan & Cavus, 2014). Stovall (2003) suggests that
engagement is defined by a combination of students’ time on task and their willingness
to participate in activities. Krause and Coates (2008) say that engagement is the quality of
effort students themselves devote to educationally purposeful activities that contribute
directly to desired outcomes. O'Brien and Toms (2008) stated that interactivity should be
a measure of engagement when the stimulus allows for interaction, such as clicking in a
video game.
In the research of Ahn & Randall (2008) on computer addiction, they define game
addiction on the basis of the definition used by the Center for Addiction and Mental
Health based in the US. The center defines addiction as a psychological or a physical
dependence on something. An individual with game addiction can thus be said to have a
psychological dependence on Massive Multiplayer Online Games or to exhibit excessive
or compulsive use of computer and video games.
De Geus, Godoi, Santos and Scheer (2017) conducted a study to understand why
a player should choose to engage in a given game, they supposed it would be useful to
know the player motivation and how to make the most possibly appealing system. Bostan
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and Kaplancali (2009) presumed that player motivations are the outcome of continuous
player-environment interactions.
Psychological Well-being
Psychological well-being refers to positive mental health (Edwards, 2005).
According to a study conducted by Keyes et. al (2002), It can increase with age,
education, extraversion and consciousness and decreases with neuroticism. Furthermore,
the perception of physical health and spirituality can mediate the relationship between
context and psychological well-being (Temane & Wissing, 2006).
Personality characteristics may also influence psychological well-being, its
aspects have also been shown to be related to other characteristics of personality, such as
novelty seeking, harm avoidance, and reward dependence (Ziskiz, 2010). In the work of
Gerard Heymans (1950) he already identified extraversion more accurately as a
dimension, along a continuum of “strong” and “weak” functioning. While for Jung
(1971), extraverts were more focused on the outer world. Exhibiting stable emotion
indicates that people can respond and adapt to circumstances effectively, and their needs
can be satisfied. It also represents good emotional adjustment that is likely to facilitate
job satisfaction (Fisher & Hanna, 1931; Hoppock, 1935). Valence is a central component
of all affective states, including pains, pleasures, emotions, moods, and feelings of desire
or repulsion. Negative valence is whatever one attends to is non-conceptually represented
as bad.
In gaming, one must practice self-regulation in order to ensure a positive well-
being. According to Zimmerman (2008), self-regulation is shaped by behavioral and

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environmental factors. It is important to have when gaming in order to lessen the
probability of developing Internet Gaming Disorder. Internet Gaming Disorder is
characterized by the persistent and on-going use of the Internet to engage in online video
games, and which leads to significant impairment or distress (APA, 2013).
Social Behavior
Social behavior is an integral part of complex life. According to Maynard Smith
and Szathmary (1997), it encompasses the last two major transitions in the evolution of
life: the transition from solitary to social organisms, giving rise to the formation of social
groups, and the transition from primate societies to human societies, enabling the
emergence of language.
Social interactions between players in games appear to contribute to a major part
of gaming experience and reported that some game developers have attempted to design
sociability in order to encourage interaction between players (Ducheneaut, Moore, &
Nickell, 2004). Social Interaction involves people communicating face to face or via
computer and acting and reacting in relation to other people.
Relationship of Online Engagement and Psychological Well-being
Constant and excessive online gaming can cause damages to the gamers’
psychological well-being. The expansion of online gaming has led to excessive and
potentially problematic gaming among a small minority of individuals (Pontes &
Griffiths, 2014). As stated by Diao (2003), everyone needs to express their feelings and
thoughts. As such, when a person cannot express himself or herself adequately he may
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get depressed. Therefore, one way to release this depression or pressure would be through
playing online games, which enables gamers to chat and play with other friends and
players on the internet.
According to Pappa et. al. (2015), problematic gamers have decreased
psychosocial well-being in the scales of anxious-depressed, withdrawn-depressed,
somatic complaints, social problems, thought problems, rule-breaking behavior and
aggressive behavior. Problematic gamers and at-risk gamers have higher scores for
externalizing problems, internalizing problems and attention problems. Moreover,
astonishingly higher frequencies were observed in borderline and clinical cases for
problematic gamers in comparison to at-risk gamers, non-problematic gamers and no-
gamers. Higher frequencies were also observed in borderline and clinical cases for at-risk
gamers in comparison to non-problematic and no-gamers. The findings indicate that IGD
is related to several other comorbid psychosocial problems and stresses the need for
clinical interventions in adolescents with problematic online gaming behavior.
In a study conducted by Charlton & Danforth (2004), only 13 of their 404
participants reported experiencing most of the “harsher” behavioral addiction criteria:
Behavioral Salience, Conflict, Withdrawal, and Relapse. In addition to this, Brunborg,
Mentzoni & Frøyland (2014) found that time spent gaming was significantly and
positively correlated with video game addiction and was significantly and negatively
correlated with depression. Previous research has detected links between low levels of
psychosocial well-being and problematic online gaming (Lemmens, Valkenburg & Peter,
2011).
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Tsitsika et al. (2012) conducted a study and found out that adolescent problematic
gamers manifested very strong associations with rule-breaking behavior and aggressive
behavior. Also, strong associations existed for scales such as anxious-depressed,
withdrawal-depressed, social problems, somatic complaints, thought problems and
attention problems. According to a research made by Griffiths et. al (2011), over one-fifth
of the players (22.8%) said that nothing in their life was sacrificed in order to play online
games. While 25.6% said they sacrificed another hobby or pastime. In order to play the
game 18.1% said they sacrificed sleep, 9.6% work and/or education, 10.4% socializing
with friends, 5.4% socialising with partner, and 4.6% family time.
Relationship of Online Gaming to Social Behavior
According to the study of Zamani, Kheradmand, Cheshmi, Abedi, & Hedayati
(2010), non-addicted subjects have higher positive social skills in comparison with the
addicted group. According to Krotoski (2004), MMOGs encouraged group interaction
and involvement which results in personal empowerment and good relationships. It is
labeled as social interaction because gamers collaborate and accomplish common tasks
(Cole and Griffiths, 2007). Zemani et. al. (2010) found that 17.1% of the population were
categorized as the addicted group. The difference between the average score of computer
game addiction in males and females was significant (P < 0.05) meaning that the average
score of computer game addiction in males is statistically higher (Zamani, Kheradmand,
Cheshmi, Abedi, & Hedayati, 2010).
According to a study made by Ang (2007), social interactions emerge from the
online communities that form around the game. Some computer games are designed
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specifically to encourage social interactions between players, be it a small group of
players connected by a local network or a massive number of players interacting over the
Internet. In relation to this, in a study made by Griffiths et. al. (2011), 24.6% said that
social contact with other players is their favourite feature of the game. When combined
with ‘grouping’, over a third of the players favourite reasons for playing (35%) were for
social reasons.
MMOG gamers interact socially in the game environment with other gamers and
spend huge amounts of time while forming relationships and some of these relationships
may carry on the real life relationships instead of socializing in the real environment
which can be labeled as “anti-social” or “introverted” (Cole & Griffiths, 2007). On the
other hand, several researchers claim that gamers forming relationships within a gaming
environment might have problems in forming relationships in the real environment,
because they may find the relationships in online environments much safer (Peters and
Malesky, 2008). However 21% said they preferred socialising online compared to offline.
While 67% said they preferred socialising offline compared to online. Seay (2004) found
that online gaming does not interfere with the social lives of the great majority of those
who participate in it. The current cross-sectional data gathered in his study show only a
weak negative correlation between hours played per week and informal and formal group
activities (r (1456)= -.172 and r (1469)= -.148, p<.01 respectively). In the study Seay
(2004) found that online gaming will be shown not to interfere with the social lives of the
great majority of those who participate in it.
Studies present differing conclusions about the impact of online gaming to the
level of social interaction of the gamers. There are those that gaming affected their social
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behavior and there are those who are not. In a study conducted by Cole & Griffiths
(2007), 40% of study participants said they would discuss sensitive issues with their
online gaming friends that they would not discuss with their real life friends, with female
players more likely to do this. Some of the previous studies claim that MMOG players
are introverted and lack social interaction; however, some believe that forming
relationships in these environments can be accepted as the same as face-to-face
relationships (Stiles, 2010). In a study conducted by Griffiths et. al. (2011), a small
minority of gamers (4.8%) believed their online friends were more trustworthy than their
real life friends, in contrast to this, the majority (53.3%) believed their real life friends to
be more trustworthy. Three-quarters of the sample claimed they play with real life
friends. This is a positive factor indicating that those who engage in role playing games
may no longer be associated with the introverted. Over one-quarter of the sample (26.3%)
played MMORPGs with family and real life friends. Female gamers (33.2%) were
significantly more likely than male gamers (23.6%) to play with both family members
and real life friends.
The study made by Pappa et. al. (2015) also provided an explanation for the
strong relationship between problematic gaming and the social problem scale, which is
related to expressiveness and extroversion in social contexts. However, it does not assess
causal relationships between factors and consequently we cannot determine whether
diminished psychosocial well-being pre-existed IGD. In the PERMA Model, it states that
the amount of game play can become problematic with time becoming a significant factor
and influential on potential well-being outcomes. Again, the amount of gameplay has
been found to be significant in moderating the potential well-being benefits (Durkin and
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Barber, 2002; Allahverdipour et al., 2010), making time spent in play a significant
consideration for enhancing well-being.
Conceptual Framework
Social Behavior
Online Games
Psychological Well-being
Fig 1. Conceptual diagram of the study
Figure 1 shows the relationship between the study’s predictor variable which is the
Online Games and criterion variables are Social Behavior and Psychological Well-being.
Due to their engagement to online gaming activities, online gamers encounter changes in
their social behavior and psychological well-being.
Theoretical Framework
PERMA model (Seligman, 1998). It has a five-core element structure that is
unlike the structure of a theory. In this model, he incorporated elements of psychological
well-being and happiness, namely: positive emotion; engagement; relationship; meaning;
and achievement. Seligman (1998) believes that these five elements can help people
reach a life of fulfillment, happiness, and meaning. This model suggests that play can
have a positive effect on the mental health of individuals in society engaged in moderate
video gaming. Seligman (1998) stated that strengths are an element that are present in all
these components, therefore empowering our strengths is a good way to increase
wellbeing overall.
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Positive emotion contributes to the makeup of happiness and well-being. Literature
provides links between positive mental well-being and play, providing illustrations of
where game play provides a means of relaxation and stress reduction (Russoniello et al.,
2009; Wack and Tantleff-Dunn, 2009; Snodgrass et al., 2011). Although the amount of
game play has been highlighted as a moderating factor, studies have shown that not
playing video games can result in the poorest well-being outcomes.
Engagement takes place when an experience becomes so absorbing that
individuals completely lose sense of time. Achieving this state of flow or total
engagement can be a natural outcome of being involved in activities they individuals
love. Gaming activities that embody immense concentration and enjoyment have been
described as creating flow or optimal experience (Csikszentmihalyi, 1998, 2008). Video
Game players often report optimal experiences reaching deeply “immersive” states of
consciousness (Snodgrass et al., 2011) and leading to a sense of flourishing.
Relationships play a significant role in contributing to happiness and
psychological health. Social relationships with strangers as well as with peers, siblings,
parents, extended family, and friends are all sources of positive emotions and support.
Online communication can enhance both the quantity and quality of communication
between friends, leading to greater closeness and intimacy (Valkenburg and Peter, 2011)
and young games have reported that the friendships they form online are comparable or
better than their real-life friendships (Yee, 2006). In-game relationships offer social and
emotional support, where players are able to discuss sensitive issues and exchange
messages of affection.
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Meaning is significant not just to us, friends and family, but rather to a much larger
group such as the whole Human race. Seligman (1998) suggests that the larger the group
you attach yourself to, the more meaning you can derive. Connecting with millions of
video game players across the world, against a common in-game attack, is bigger than
any one player and this has been associated with deriving meaning and subsequently
well-being. Video Games also have the potential to help eliminate loneliness. Even when
friends and family are far away, videogames can allow players to interact, share, and be
social (Pwn or Die Blog, 2009).
Achievement can be linked to video game play. Working towards goals and
objectives to accomplish can contribute to a sense of achievement and satisfaction in life.
To this end, Yee (2006) and Suznjevic and Matijasevic (2010) found accomplishment
was an important motive for playing MMOs. Female players were more driven by the
relationships and more likely to use the MMO environment to build supportive social
networks, confirming findings reported by Cole and Griffiths (2007) and Snodgrass et al.
(2011a), that online gaming can support positive relationships. However, male players
were significantly more likely to be driven by accomplishment (Yee, 2006). While some
users participated in the environment to make friends and form supportive social
networks, others used the environment to become powerful through the accomplishment
of goals.
This theory will be made use in the research to study the positive influence of
online gaming to the social behavior and psychological well-being of the gamers.
Applying the statement that gaming, in moderation, provide relaxation and stress
reduction as well as projecting an increase in well-being. Online games can also be a

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mean to socialize with others virtually through building relationships with people through
playing.
Definition of Terms
Gamer. is a person who plays any kind of game, particularly online games.
Game Addiction. deep immersion or engagement in playing online games that one
cannot let a moment pass that they are not playing.
Internet Gaming Disorder. constant and obsessive use of the Internet to play online
games.
Massively Multi-User Online Games. A virtual environment wherein gamers can
socialize with other gamers from anywhere in the world while playing through
their avatars in the community made within the game.
Online game. games that uses complex graphics where there are virtual worlds or
communities that the gamers must explore whilst completing tasks or quests with
other players.
Social Interaction. It is the actions people direct to each other and actions they give back
in response to the prior.

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CHAPTER II
METHODS
This chapter presents the research methodologies used in the study. This includes
the research design, participants, research locale, sampling procedure, research
instrument, data gathering procedure and lastly, the data analysis and statistical treatment
of data.
Research Design
This study made use of a descriptive-correlational design in order to study what
are the influences that online gaming has on the social and psychological aspects of the
students. A correlational research deals with determining the level of relation between
two or more variables but does not mean that one variable causes the other (Espinosa,
2015). Calmorin (1994) wrote that a descriptive study focuses on the present condition.
The purpose is to find a new truth, which may come in various forms such as increased
quantity of knowledge, a new generalization, or increased insights into factors.
Research Locale
The researchers considered conducting the study at Baliuag University.
Accessibility is the main reason of the researchers for choosing the university as the
locale of their study. Due to the foreseen lack of time duration in conducting the research,
the researchers considered accessibility to avoid time conflict. Also the students of this
university have many different qualities and characteristics that are fit for this study.
There is an available Internet connection which the students can utilize and the usage of
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phones is authorized given that it is not class hours. The researchers also observed that
there are many gamers among the students of the university.
Participants
Among the three departments in Baliuag University, the researchers choose from
the 848 students in the grade 12 senior high school, choosing only two strands to
participate 379 students in total for ENGTECH and 264 for ACCESS strand, a total of
643 and 230 are chosen to be their respondents. The researchers observed that there are
many students who actively play online games during their free time in these strands. Out
of the 230 students selected for this study, 93 were from the ACCESS strand and 137
were from the ENGTECH strand. In terms of age, the respondents gathered were with
age range 16-20 years old (m = 1.6, sd = .56). There were 99 (40%) aged 16 to 17, 123
(50%) aged 18 to 19 and 8 (3%) students aged 20 or above who participated in the study.
In addition, males and female participants are evened out in the study, 50% (115) of the
population are male and 50% (115) are female.
Sampling Procedure
The researchers utilized both the stratified random sampling and purposive
sampling. In this study both probability and nonprobability sampling was used. The
population were sampled using probability sampling and the respondents were selected
using non-probability sampling. Stratified random sampling technique was employed to
ensure a fairly equal representation of the variables for the study and purposive sampling
wherein the subjective judgements are used to resolutely select groups that the researcher
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believes will represent the population (Greenfield, 2002). The students were chosen from
two of the four academic tracks of the Senior High School Department of Baliuag
University; the Accountancy and Business (ACCESS) and Engineering and Technology
(ENGTECH). In order to identify the ideal sample size, the researchers made used of the
Slovin’s Formula then used purposive sampling of choosing only those who play online
games as the participants.
Research Instrument
The Project Massive Wave II questionnaire was adapted by the researchers from a
research conducted in America by A. Flemming Seay entitled “The Social and
Psychological Impact of Online Gaming.” A four-point Likert scale was administered in
the survey (4 = strongly agree, 3 = agree, 2 = disagree, 1 = strongly disagree for gaming
indicators and social (out game); 4 = very accurate, 3 = accurate, 2 = inaccurate, 1 = very
inaccurate for psychological indicators; and lastly, 4 = very enjoyable, 3 = enjoyable, 2 =
slightly enjoyable, 1 = not enjoyable for social (in game). Participants were then
instructed to respond to their degree of agreement with the statements contained in the
instrument. The questionnaire has four sections: Demographics, Gaming, Psychological
and Social.
The section “Demographics” is on personal data of the respondents, their name,
age, sex, and strand. The section “Gaming”, is on measuring the engagement where 9 out
of 10 questions are negative statements and motivation of the gamers to play wherein 4
out of 5 questions are positive indicators. It has a total of 15 items. Having 14 items of
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the original questions on engagement and 40 of the original questions on player
motivation omitted.
The section “Psychological Indicators” contains questions on the gamers’
perceived psychological well-being in terms of extraversion where 5 out of 5 questions
are positive indicators, emotional stability where 5 out of 5 questions are also positive
indicators, negative valence where 4 out of 5 questions are negative statements, and self-
regulation where 7 out of 10 questions are negative indicators. It has a total of 25 items.
There were 25 items of the original questions on agreeableness, conscientiousness,
intellect and attractiveness and 21 items of the original questions on self-regulation
omitted. The Saucier 7 Factor Personality Scale and Short Self-Regulation questionnaire
was combined under psychological indicators.
Finally, the section “Social Indicators”, made up of 10 items is on the social
interaction the gamers have in-game wherein 5 out of 5 questions are positive indicators
and out-game where in 4 out of 5 questions are also positive indicators.
Data Gathering Procedure
The researchers personally administered the instrument to the participants by hand
to the students who play online games. The respondents were oriented of the purpose of
the survey and the significance of the study was also discussed. The participants whom
agreed were given 20 minutes to complete the survey. The researchers went from one
section to the next, until the sample size was met. After the questionnaires were
recollected, the results were tabulated using Microsoft Office Excel and was tallied using
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the IBM’S Statistical Package for Social Sciences (SPSS) software version 22. The data
were then used for the analyses and interpretation of data.
Ethics is an important aspect in any research. There has to be some basic ethics to
be adopted in any research. In the study, ethics is handled by the researchers by keeping
the answers acquired strictly confidential. Besides, a prior permission was taken by the
researchers from the target respondents before conducting the research. The respondents’
identities were kept anonymous. The researchers handled the data gathered honestly and
without any manipulation.
Data Analysis and Statistical Treatment
The researchers made use of Likert-scale throughout the questionnaire, it measured
different parts of the questionnaire such as the Gaming Indicators, Psychological
Indicators, and Social Behavior of the respondents of this study.
To interpret the raw data gathered from the respondents of this study, the following
Likert scale will be used to measure the gaming engagement:
Point Scale Interpretation
4 3.26 – 4.00 Very Engaged
3 2.51 - 3.25 Engaged
2 1.76 - 2.50 Somehow Engaged
1 1.00 - 1.75 Not Engaged at all

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Likert scale will be used to measure the online engagement:
4 3.26 – 4.00 Very Addicted
3 2.51 - 3.25 Addicted
2 1.76 - 2.50 Somehow Addicted
1 1.00 - 1.75 Not Addicted
Likert scale will be used to measure the player motivation:
4 3.26 – 4.00 Very Motivated
3 2.51 - 3.25 Motivated
2 1.76 - 2.50 Somehow Motivated
1 1.00 - 1.75 Not Motivated At All
To interpret the, the following Likert scale will be used to measure the level of the
psychological well-being of the respondents:
4 3.26 – 4.00 Very Positive
3 2.51 - 3.25 Positive
2 1.76 - 2.50 Somehow Positive
1 1.00 - 1.75 Not Positive at all

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extraversion of the respondents:
4 3.26 – 4.00 Very Extraverted
3 2.51 - 3.25 Extraverted
2 1.76 - 2.50 Somehow Extraverted
1 1.00 - 1.75 Not Extraverted at all
emotional stability of the respondents:
4 3.26 – 4.00 Very Emotionally Stable
3 2.51 - 3.25 Emotionally Stable
2 1.76 - 2.50 Somehow Emotionally Stable
1 1.00 - 1.75 Not Emotionally Stable at all
negative valence of the respondents:
4 3.26 – 4.00 Very Negative
3 2.51 - 3.25 Negative
2 1.76 - 2.50 Somehow Negative
1 1.00 - 1.75 Not Negative at all

WELL-BEING
self-regulation of the respondents:
4 3.26 – 4.00 Very Self-regulated
3 2.51 - 3.25 Self-regulated
2 1.76 - 2.50 Somehow Self-regulated
1 1.00 - 1.75 Not Self-regulated at all
social behavior of the respondents inside and outside the game:
4 3.26 – 4.00 Very Sociable
3 2.51 - 3.25 Sociable
2 1.76 - 2.50 Somehow Sociable
1 1.00 - 1.75 Not Sociable
To be able to interpret the gathered data, the researchers will use percentage, mean
average, and standard deviations to describe the demographic profile of the respondents.
Data analysis will be performed using an array of techniques including Pearson r
Correlation analysis and Independent Sample T-test. In order to measure the negative
questions, the researchers will invert the scale points.

WELL-BEING
CHAPTER III
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered data in tabular presentation, analysis and
interpretation of findings based on the results of the statistical treatment applied. The data
are organized in sequential order based on the statement of the problem in Chapter 1.
Results and Discussion
Table 1
Frequency and Percentage in terms of Age of Respondents
Age Frequency Percentage (%)
16 to 17 99 43
18 to 19 123 54
20 above 8 3
Total 230 100
Table 1 showcases the distribution of research respondents according to age. 99 or
40% of the total number of respondents were aged 16 to 17 years old. 50% or 123 of the
respondents were aged 18 to 19 at the time the survey was administered. Lastly, only 8
respondents were in the age bracket of 20 above.

WELL-BEING
Table 2
Frequency and Percentage in terms of Sex of Respondents
Sex Frequency Percentage(%)
Male 115 50
Female 115 50
Total 230 100
Table 2 presents the demographic profile of the respondents in terms of sex.
Among the 230 participating students, 46.7% are male and 46.7% are female.
Table 3
Frequency and Percentage in terms of Strand of Respondents
Strand Frequency Percentage(%)
ENGTECH 137 60
ACCESS 93 40
Total 230 100
Table 3 shows the distribution of students according to strand. There were 137 or
60% of ENGTECH students that participated in this research. From the ACCESS strand,
93 or 40% of students from this strand participated.

WELL-BEING
Table 4
Mean and Standard Deviation of Online Gaming, Online Engagement and Player
Motivation
Mean Std. Deviation

GAMING 2.55 .55
ONLINE ENGAGEMENT 2.41 .63
PLAYER MOTIVATION
2.59 .62
Table 4 showcases a descriptive analysis of online gaming, online engagement
and player motivation. The Mean score of the students’ player motivation is 2.59 with
Standard Deviation .62, which means that students are motivated to play games. It is 2.41
and .63 respectively for the students’ online engagement; it indicates that the students are
somehow addicted. The Mean score of the students’ online gaming is 2.55 with Standard
Deviation of .55, which indicates that the students are engaged in playing online games.
Table 5
Mean and Standard Deviation of Social Behavior, Social (In-Game) and Social (Out-
Game)
Mean Std. Deviation

SOCIAL 2.88 1.14
IN-GAME 2.84 .72
OUT-GAME 2.91 2.1
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It is observed from Table 5 that the Mean score of social behavior of the students
outside the game is 2.91 with Standard Deviation 2.1, it indicates that students are
sociable in real life. Respectively, 2.84 and .72 is the Mean score and Standard Deviation
for the students’ social behavior inside the game, which indicates that the students show a
sociable behavior even within online games. Social behavior of the students has a Mean
score of 2.88 with Standard Deviation 1.14, this indicates that overall, the students are
sociable
Table 6
Mean and Standard Deviation of Psychological Well-being, Extraversion, Emotional
Stability, Negative Valence and Self-Regulation
Mean Std. Deviation

PSYCHOLOGICAL
WELL-BEING 2.6 .38
EXTRAVERSION
2.66 .7
EMOTIONAL STABILITY
2.63 .62
NEGATIVE VALENCE
2.59 .68
SELF-REGULATION
2.52 .48
Table 6 shows a descriptive analysis of psychological well-being, extraversion,
emotional stability, negative valence and self-regulation. The Mean score of students
with extraversion is 2.66 with Standard Deviation .7, it indicates that the students are
extraverted. Respectively, 2.63 and .62 is the Mean score and Standard Deviation for the
WELL-BEING
emotional stability of the students, meaning that the students are emotionally stable.
Whereas it is 2.59 and .68 for the negative valence of the students, which indicates that
the students have negative valence and the Mean score of the students’ self-regulation is
2.52 with Standard Deviation .48, it indicates that the students are self-regulated. The
Mean score for the students’ psychological well-being is 2.6 with Standard Deviation .38,
which means that the students exhibit a positive psychological well-being overall.
Table 7
Pearson r Correlation Analysis between Online Gaming and Social Behavior
SOCIAL
GAMING Pearson Correlation 1 .172**

Sig. (2-tailed) .009
N 230 230
Table 7 shows a correlation analysis using Pearson product moment coefficient of
relation (Pearson r) was performed to determine the relationship between online gaming
and the social behavior. Results show that gaming is positively related with social
behavior (r = .172, p<.009), which means that online gaming and social behavior are
related to each other.

WELL-BEING
Table 8
Pearson r Correlation Analysis between Online Gaming and Psychological Well-being
GAMING PSYCHOLOGICAL
GAMING Pearson Correlation

1 .370**
N 230 230
Table 8 showcases a correlation analysis using Pearson product moment
coefficient of relation (Pearson r) was performed to determine the relationship between
gaming and psychological well-being. Results show that gaming is positively related with
psychological well-being (r = .370, p<.001), which means that online gaming is related to
the psychological well-being are of the gamers

WELL-BEING
Table 9
Pearson r Correlation Analysis between Online Gaming, Extraversion, Emotional
Stability, Negative Valence and Self-Regulation
GAMING
EXTRA-VERSION Pearson Correlation .161*
N 230
EMOTIONAL STABILITY Pearson Correlation .126
N 230
NEGATIVE VALENCE Pearson Correlation .257**
N 230
SELF-REGULATION Pearson Correlation .364**
N 230
In Table 9, a Correlation analysis using Pearson product moment coefficient of
correlation (Pearson r) was performed to determine the relationship between online
gaming, extraversion, emotional stability, negative valence and self-regulation. Results
show that gaming is positively related with extraversion (r = .161, p<.014), indicating
that students with an extrovert personality is more likely to play online games. Likewise,
negative valence is positively related to online gaming (r = .2.57, p<.001), where those
who exhibit negative valence inclines to playing online games. Self-regulation also
shown a positive relationship with online gaming (r = .364, p<.001), indicating that many
students who play online games have high self-regulation. However, emotional stability
is not related with online gaming.

WELL-BEING
Table 10
Pearson r Correlation Analysis between Online Gaming, Social (In-Game) and Social
(Out-Game)
GAMING
SOCIAL Pearson Correlation .310**
(IG) Sig. (2-tailed) .000
N 230
SOCIAL (OG) Pearson Correlation .080
N 230
On Table 10, a Correlation analysis using Pearson product moment coefficient of
correlation (Pearson r) was performed to determine the relationship between online
gaming, social (in-game) and social (out-game). Results show that online gaming is
positively related with social (in-game) (r = .310, p<.001), indicating that social behavior
within the game is closely related to online gaming. However, social (out-game) is not
related with online gaming.
Table 11
T-test Results Comparing ENGTECH and ACCESS on Gaming Engagement
Std.
Strand Mean df t-value p
Deviation
GAMING
ENGTECH 2.54 .46
228 -.5 .616
ACCESS 2.57 .66
WELL-BEING
To determine whether the gaming engagement of ENGTECH differs with
ACCESS students, independent sample t-test was performed. It is observed from Table
11 that the Mean score of ENGTECH students who play online games is 2.54 with
Standard Deviation .46, whereas it is 2.57 and .66 for ACCESS students. Results show
that there is no significant difference between the gaming engagement of ENGTECH and
ACCESS students ( t (228) = -.5, p>.616).
Table 12
T-test Results Comparing ENGTECH and ACCESS on Social Behavior
Std.
Deviation
SOCIAL
ENGTECH 2.93 1.42
228 .78 .439
ACCESS 2.8 .51
To determine whether the social behavior of ENGTECH differs with ACCESS
students, independent sample t-test was performed. It is observed from Table 12 that the
Mean score of ENGTECH students is 2.93 with Standard Deviation 1.42, whereas it is
2.8 and .51 for ACCESS students. Results show that there is no significant difference
between the social behavior of ENGTECH and ACCESS students ( t (228) = .78,
p>.439).
WELL-BEING
Table 13
T-test Results Comparing ENGTECH and ACCESS on Psychological Well-being
Std.
Deviation
PSYCHOLOGICAL
WELL-BEING ENGTECH 2.54 .35
228 -2.78 .006
ACCESS 2.68 .41
To determine whether the psychological well-being of ENGTECH differs with
ACCESS students, independent sample t-test was performed. It is observed from Table
13 that the Mean score of ACCESS students is 2.68 with Standard Deviation .41, whereas
it is 2.54 and .35 for ENGTECH students. Results show that there is a significant
difference between the psychological well-being of ENGTECH and ACCESS students ( t
(228) = -2.78, p<.006).

WELL-BEING
CHAPTER IV
SUMMARY AND CONCLUSIONS
This chapter presents the summary of this research, major findings of the
study and conclusions that were drawn from the gathered data of the researchers. The
recommendations for future research related to this study were also provided.
Summary
The researchers noticed the way gadgets and the Internet has affected our way of
living such as in our social behavior and psychological well-being. A descriptive-
correlational design was used in this study in order to focus on the present condition to
determine how one variable relates to the other. The study was conducted in Baliuag
University, Baliuag, Bulacan, with a total of 247 participants. Descriptive-correlational
design was used in the study. The primary objective of this study is to determine how
online gaming influences and affects the social and psychological well-being of students.
The statement from the PERMA Model (Seay, 2004) is applied that moderate
gaming provides the gamer relaxation and stress reduction which also projects an
increase in the well-being. It also states that online games can be a mean for people to
socialize with others virtually through building relationships with people through playing
multi-player online games. To test the significance of input and output variables, Simple
Regression, and Descriptive analyses were used.

WELL-BEING
Findings
1. The researchers found that the grade 12 ACCESS and ENGTECH students are
engaged in playing online games. Results show that they are motivated to play
and are somehow addicted to online games.
2. In terms of social behavior, it was found that the students are sociable whether
they are within the game or in real life.
3. The psychological well-being of the students was also measured; results show that
the students exhibit a positive well-being. Most students appeared to be
extraverted and emotionally stable even with having negative valence. In terms of
regulating oneself, it was found that the students are self-regulated.
4. Results show that online gaming has a positive relationship with social behavior.
The social behavior that the students exhibit within the game is closely related to
online gaming compared to the social behavior they exhibit in real life.
5. Psychological well-being is also found to have a positive relationship with online
gaming. It was found that extraversion, negative valence, and self-regulation are
closely related to online gaming than emotional stability.
6. ACCESS students were shown to have significantly positive psychological well-
being while those in the ENGTECH strand also have a positive well-being but
were not significant. In relation to this, it was found that those in the ACCESS
strand and those who are in the ENGTECH strand are engaged in online gaming.
However, both strands were shown to be sociable students.

WELL-BEING
Conclusion
On the basis of foregoing analysis, the following conclusions are developed and
presented:
1. Online games can also be an avenue of socially interacting with other people.
Gamers can both socialize traditionally or thru online games, with other gamers
from different parts of the world. By building relationships not only with people
around them in real life but also with other players within the game, it can help
improve one’s psychological well-being as well. Having only a moderate gaming
engagement, it lessens the probability of developing game addiction in which can
affect your social interactions in real life.
2. Playing online games can help improve one’s psychological well-being if done
moderately. It can be a way to reduce stress and negative feelings as gamers are
immersed in another world living a game avatar’s life. Even with emergence of
negative valence, the students still exhibited a positive psychological well-being
as well as be emotionally stable. The key factor in this is having self-regulation,
so that online games can continuously benefit the gamers positively and so that
they would not slowly become addicted which will then cause the negative effects
of being very engaged in online games in their lives.

WELL-BEING
Recommendation
Based on the findings and conclusions, the following recommendations are
forwarded:
1. Students should explore more about the positive benefits of online gaming for this
serves as their stepping-stone to become more cautious of their engagement with
online games.
2. Parents, on the other hand, should maximize their time and effort to supervise
their children on how they behave and the number of hours they play.
3. Teachers, as the second parent of the students, educate the students about playing
online games not by telling them not to play but that gaming should be done in
moderation.
4. The University plays a vital role in the lives of the children, use this Research
study as your tool in educating students about the pros and cons of online gaming.
5. Future Researchers, the data in this study would be able to give support or weight
into future studies. It is highly recommended to conduct an in-depth study about
the occurrence of gamers displacing social interactions in real life with the
interactions within the game and how that would affect the gamer’s well-being.
WELL-BEING
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ONLINE GAMING ON THE SOCIAL BEHAVIOR AND PSYCHOLOGICAL 1

THE PROBLEM AND ITS BACKGROUND

Living in the modern era, characterized as the information or computer age

it has to offer like social media and games.

playing (Collett & Stoll, 2013).

(Charlton & Dunforth, 2007).

and depression in the development of problematic use of interactive entertainment;

identification and examination of socio-environmental and motivational “risk factors”

motivation and style factors’ relationship to problematic gaming administering a

Seligman’s (1988) PERMA Model is a theory of well-being that suggests that

2011), a theory of well-being, “excessive” gamers showed mild increases in problematic

mental health and well-being.

students by measuring their perceived gaming engagement, social behavior and

has taken over the quality of how we live our lives.

can contribute to a sense of achievement and satisfaction in life in terms of well-being

Administering a descriptive-correlational study to look for the relationships of the

Significance of the Study

This study will be of benefit to the following:

more ways on how to moderate their online games usage.

students experiencing problems on gaming addiction.

Future Researchers. The results can be a model or source of other studies.

Statement of the Problem

students of Baliuag University during the Academic Year 2018-2019.

Psychological Well-being of the respondents?

The researchers came up with the following null hypotheses:

1. Online gaming does not have a relationship with psychological well-

2. Online gaming does not have a relationship with social behavior;

Scope and Limitations

affects the other.

items on a number of topics surrounding play and communication in massively

Review of Related Literature

engagement is defined by a combination of students’ time on task and their willingness

effort students themselves devote to educationally purposeful activities that contribute

psychological dependence on Massive Multiplayer Online Games or to exhibit excessive

or compulsive use of computer and video games.

Psychological well-being refers to positive mental health (Edwards, 2005).

education, extraversion and consciousness and decreases with neuroticism. Furthermore,

context and psychological well-being (Temane & Wissing, 2006).

Personality characteristics may also influence psychological well-being, its

Gerard Heymans (1950) he already identified extraversion more accurately as a

or repulsion. Negative valence is whatever one attends to is non-conceptually represented

In gaming, one must practice self-regulation in order to ensure a positive well-

being. According to Zimmerman (2008), self-regulation is shaped by behavioral and

environmental factors. It is important to have when gaming in order to lessen the

probability of developing Internet Gaming Disorder. Internet Gaming Disorder is

games, and which leads to significant impairment or distress (APA, 2013).

Social behavior is an integral part of complex life. According to Maynard Smith

Social interactions between players in games appear to contribute to a major part

sociability in order to encourage interaction between players (Ducheneaut, Moore, &

computer and acting and reacting in relation to other people.

Relationship of Online Engagement and Psychological Well-being

potentially problematic gaming among a small minority of individuals (Pontes &

players on the internet.

According to Pappa et. al. (2015), problematic gamers have decreased

psychosocial well-being in the scales of anxious-depressed, withdrawn-depressed,

somatic complaints, social problems, thought problems, rule-breaking behavior and

externalizing problems, internalizing problems and attention problems. Moreover,

problematic gamers in comparison to at-risk gamers, non-problematic gamers and no-

clinical interventions in adolescents with problematic online gaming behavior.

In a study conducted by Charlton & Danforth (2004), only 13 of their 404

participants reported experiencing most of the “harsher” behavioral addiction criteria:

Behavioral Salience, Conflict, Withdrawal, and Relapse. In addition to this, Brunborg,

behavior. Also, strong associations existed for scales such as anxious-depressed,