Jeux vidéo d’action et développement de l’agression chez les enfants camerounais âgés de 9 à 12 ans

Abstract

In recent years, the aggressive behaviors of children and adolescents have been a concern for both education and national security. For the father of psychoanalysis (Freud, 1905) and some theorists of social psychology and development (dollar et al., 1939, Struck, 2015, Clément & Demont, 2008, Tremblay, 2008), frustration and the influence of the family, school and peers would be the main factors for the development of aggression in children. However, we found that some children from "stable families" and attending schools of qualities had aggressive amplified behaviors compared to others. Which directed us to other factors, including the situation factors such as video action games. Our goal was to examine the influence of video games made in a competitive context, on the development of aggression in Cameroonian children. In order to carry out this search, we have experienced a sample consisting of 49 children aged 9 to 12. Using the Aggression Questionnaire (Buss and Perry, 1992), the Social Analysis Grid Dysfunction and Aggression Squale (wistedt et al, 1990), and general information about participants, we were able to collect our data. The results obtained from this experiment have been analyzed using the Student T, to compare an average to a given value, and by extension two average. These results show violent video games result in a significant increase in child aggression in children when they play in competitive context than a playful context in a long period of time (1st hypothesis); Very violent video games lead to a more significant increase in childhood aggressiveness when they play in competitive context than in a playful context in a long period of time (2nd hypothesis). These in general results go in line with our general hypothesis and will be able to allow public authorities, educators and parents to take steps to monitor video games that children have access, taking into account the context in which they play them.