The role of personality on disordered gaming and game genre preferences in adolescence : Gender differences and person-environment transactions

Resumen original adicciones vol. 33, no 3 · 2021 Received: July 2019; Accepted: October 2019. Send correspondence to: Manuel I. Ibáñez. Depart. of Basic and Clinical Psych. and Psychobiology, Univer. Jaume I, Av. de Vicent Sos Baynat, s/n, 12071 Castellón, Spain. Phone +34 964729690 E-mail: iribes@uji.es Jugar a videojuegos es una de las actividades de ocio más populares en adolescentes. El principal objetivo de este estudio fue examinar los efectos aditivos y de moderación del género y la personalidad en el juego problemático y en la preferencia en géneros de videojuegos durante la adolescencia. 776 estudiantes españoles (media de edad = 14,29; DT = 1,59; 50,64% chicas) cumplimentaron cuestionarios del Modelo de los cinco grandes de personalidad y de conductas relacionadas con videojuegos. Se observaron diferencias de género en conductas relacionadas con videojuegos: los chicos jugaban más y presentaron mucho más uso problemático que las chicas. Ellos prefirieron géneros competitivos; por ejemplo, juegos de acción-shooters, deportes, lucha y estrategia. Las chicas prefirieron géneros no violentos y ocasionales; por ejemplo, simulación social, y juegos de habilidad y lógica. El género moderó las asociaciones entre personalidad y juego problemático: el juego problemático se asoció a baja amabilidad y baja responsabilidad en chicos, y a baja extraversión y baja responsabilidad en chicas. La baja responsabilidad moderó las asociaciones entre frecuencia de juego y uso problemático: jugar más a videojuegos conducía a un uso problemático de éstos, principalmente en individuos irresponsables e impulsivos. Se encontraron asociaciones pequeñas pero significativas entre la personalidad y preferencias en géneros de videojuegos. Estos hallazgos destacan la relevancia del género y la personalidad en las conductas relacionadas con videojuegos durante la adolescencia, y animan a prestar más atención a las diferencias dependientes del género y a las transacciones persona-ambiente al estudiar

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