Abstract:

The aim of this research is to examine the effects of secondary school students who participate in school teams and those who do not, on the levels of digital game addiction and peer relations. The research was carried out with the voluntary participation of 309 students who played in school teams and 262 secondary school students who did not play in the school team, studying in the 5th and 8th grade range of the educational institutions determined by simple random sampling method. Digital Game Addiction and peer relations scale was used as data collection tool in the research. The data were analyzed with the SPSS 26 statistical analysis program. In line with the findings obtained from the research, a statistically significant difference was observed between the groups that participated and did not participate in the school team depending on the gender variable, between the groups that participated and did not participate in the school team depending on the playtime variable, and between the groups according to the levels of digital game addiction and peer relations (p< 0.05). It was observed that students who did not participate in the school team had a weak positive relationship in the sub-dimension of conflict with digital game addiction (p<0.05). In addition, it was observed that there was a weak negative relationship between the sub-dimensions of help and intimacy (p<0.05). As a result, no statistically significant relationship was observed between digital game addiction and peer relations general average and all sub-dimensions of the students participating in the school team.

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