Browsing by Author "Li, Dong Dong"
Now showing 1 - 5 of 5
Results Per Page
Sort Options
- PublicationOpen AccessImpulsivity, self-regulation, and pathological video gaming among youth: Testing a mediation model(Sage, 2015)
;Khoo, Angeline ;Neo, Eng Chuan ;Liau, Albert ;Gentile, Douglas ;Choo, HyeKyung ;Sim, TimothyLi, Dong DongGiven the potential negative mental health consequences of pathological video gaming, under- standing its etiology may lead to useful treatment developments. The purpose of the study was to examine the influence of impulsive and regulatory processes on pathological video gaming. Study 1 involved 2154 students from 6 primary and 4 secondary schools in Singapore. Study 2 involved 191 students from 2 secondary schools. The results of study 1 and study 2 supported the hypothesis that self-regulation is a mediator between impulsivity and pathological video gaming. Specifically, higher levels of impulsivity was related to lower levels of self-regulation, which in turn was related to higher levels of pathological video gaming. The use of impulsivity and self-regulation in predicting pathological video gaming supports the dual-system model of incorporating both impulsive and reflective systems in the prediction of self-control outcomes. The study highlights the development of self-regulatory resources as a possible avenue for future prevention and treatment research.WOS© Citations 22Scopus© Citations 42 500 729 - PublicationOpen AccessMediators and moderators of long-term effects of violent video games on aggressive behavior: Practice, thinking, and action(American Medical Association, 2014)
;Gentile, Douglas ;Li, Dong Dong ;Khoo, Angeline ;Prot, SaraAnderson, Craig A.Importance Although several longitudinal studies have demonstrated an effect of violent video game play on later aggressive behavior, little is known about the psychological mediators and moderators of the effect. Objective To determine whether cognitive and/or emotional variables mediate the effect of violent video game play on aggression and whether the effect is moderated by age, sex, prior aggressiveness, or parental monitoring. Design, Setting, and Participants Three-year longitudinal panel study. A total of 3034 children and adolescents from 6 primary and 6 secondary schools in Singapore (73% male) were surveyed annually. Children were eligible for inclusion if they attended one of the 12 selected schools, 3 of which were boys’ schools. At the beginning of the study, participants were in third, fourth, seventh, and eighth grades, with a mean (SD) age of 11.2 (2.1) years (range, 8-17 years). Study participation was 99% in year 1. Main Outcomes and Measures The final outcome measure was aggressive behavior, with aggressive cognitions (normative beliefs about aggression, hostile attribution bias, aggressive fantasizing) and empathy as potential mediators. Results Longitudinal latent growth curve modeling demonstrated that the effects of violent video game play are mediated primarily by aggressive cognitions. This effect is not moderated by sex, prior aggressiveness, or parental monitoring and is only slightly moderated by age, as younger children had a larger increase in initial aggressive cognition related to initial violent game play at the beginning of the study than older children. Model fit was excellent for all models. Conclusions and Relevance Given that more than 90% of youths play video games, understanding the psychological mechanisms by which they can influence behaviors is important for parents and pediatricians and for designing interventions to enhance or mitigate the effects.WOS© Citations 91Scopus© Citations 104 414 390 - PublicationOpen AccessPathological video-gaming among Singaporean youth(Academy of Medicine, Singapore, 2010)
;Choo, HyeKyung ;Gentile, Douglas ;Sim, Timothy ;Li, Dong Dong ;Khoo, AngelineLiau, AlbertIncrease in internet use and video-gaming contributes to public concern on pathological or obsessive play of video games among children and adolescents worldwide. Nevertheless, little is known about the prevalence of pathological symptoms in video-gaming among Singaporean youth and the psychometric properties of instruments measuring pathological symptoms in video-gaming. Materials and Methods: A total of 2998 children and adolescents from 6 primary and 6 secondary schools in Singapore responded to a comprehensive survey questionnaire on sociodemographic characteristics, video-gaming habits, school performance, somatic symptoms, various psychological traits, social functioning and pathological symptoms of video-gaming. After weighting, the survey data were analysed to determine the prevalence of pathological video-gaming among Singaporean youth and gender differences in the prevalence. The construct validity of instrument used to measure pathological symptoms of video- gaming was tested. Results: Of all the study participants, 8.7% were classified as pathological players with more boys reporting more pathological symptoms than girls. All variables, including impulse control problem, social competence, hostility, academic performance, and damages to social functioning, tested for construct validity, were significantly associated with pathological status, providing good evidence for the construct validity of the instrument used. Conclusion: The prevalence rate of pathological video-gaming among Singaporean youth is comparable with that from other countries studied thus far, and gender differences are also consistent with the findings of prior research. The positive evidence of construct validity supports the potential use of the instrument for future research and clinical screening on Singapore children and adolescents’ pathological video-gaming.3911 7466 - PublicationOpen AccessPlayer-avatar identification in video gaming: Concept and measurement(Elsevier, 2013)
;Li, Dong Dong ;Liau, AlbertKhoo, AngelineThis paper aims to develop an instrument to measure Player-Avatar Identification (PAI) in video game playing. Survey studies were conducted with over 1000 students in Singapore primary and secondary schools. The results of the studies demonstrated that PAI can be conceptualized and reliably measured in terms of four factors – feelings during play, absorption during play, positive attitudes toward the game avatar and importance of the avatar to one’s self identity. The four-factor model showed acceptable model data fit and satisfactory reliability and validity. The construct validity was supported by the relationship between PAI and identity style. The result suggested that students with diffused identity style reported significant higher scores on absorption and importance to identity. The usefulness of the concept and the scale was discussed in relation to behavioral and developmental implications.WOS© Citations 74Scopus© Citations 115 397 3212 - PublicationRestrictedScaffolding lower secondary students in online historical inquiry tasks(2006)Li, Dong DongThe purpose of the study was to investigate the features of different scaffolds in assisting lower secondary school students, mostly aged 12 to 14, with online historical inquiry tasks. Previous studies showed that teaching and learning history using web-based inquiry method could enhance active participation and develop students thinking skills. However, sending students to the Internet to do their own inquiry does not guarantee meaningful learning. Such kind of inquiry based activity need to be scaffolded by fully prepared teachers.
Therefore, this study explored the particular dimension of scaffolding online historical inquiry based on a case study in two secondary-two history classes from a neighborhood school in Singapore. A total of 80 students were involved in the study for five months. The methodological design employed in this research was a mixed approach, integrating qualitative with quantitative methods. The data collected for this study included the screen captured video, the audio of the teacher session, the focus group interview, the digital artifacts, and the survey.
Using sample transcripts and observation extracts, the researcher discussed how the different scaffolds facilitated the students and how the students interacted with the scaffolds to achieve a better performance. The fixed scaffolds in this study included written prompts and argumentation template; while the adaptive scaffolds included questioning, modeling and peer interaction. The findings indicated that these scaffolds had benefited the students in each step of the online historical inquiry. The analysis suggested that the different scaffolds working as a system might have helped improve lower secondary students’ history skills, thinking skills and IT skills.166 14