Table 1
Descriptive statistics of the used variables
| NAME | N | SURVEY VERSION* | α | ω |
|---|---|---|---|---|
| GADIS-A | 1773 | Core | 0.85 | 0.85 |
| Negative consequences | 0.78 | 0.78 | ||
| Cognitive-behavioral symptoms | 0.78 | 0.78 | ||
| Temporal item | / | / | ||
| VAT | 580 | A | 0.91 | 0.91 |
| GADIS-P | 147 | Parental survey | 0.91 | 0.91 |
| Gaming time (weekday and weekend day) | 1773 | Core | / | / |
| Harmonious vs. Obsessive passion for gaming | 1755 | Core | ||
| Harmonious passion for gaming | 0.71 | 0.78 | ||
| Obsessive passion for gaming | 0.84 | 0.84 | ||
| Sensation Seeking | 533 | B | 0.80 | 0.81 |
| Impulsivity | 529 | B | 0.77 | 0.76 |
| Life Satisfaction | 1640 | Core | 0.86 | 0.86 |
| Depression | 539 | B | 0.87 | 0.87 |
| Anxiety | 535 | B | 0.78 | 0.76 |
| Support from family | 1663 | Core | / | / |
| Support from friends | 1663 | Core | / | / |
| Sense of belonging to an online community | 1663 | Core | / | / |
| Schooling attitude | 1773 | Core | / | / |
| School grades | 1773 | Core | / | / |
| Participation in simulated gambling activities | 1617 | Core | 0.80 | 0.80 |
| Participation in online gambling activities | 1584 | Core | 0.95 | 0.95 |
| Monetary gambling intention | 1578 | Core | / | / |
[i] Notes: *Refers to the version of the survey in which the variable was included:
- “Core” = this variable was included in the core set of questions, in all adolescent versions of the survey.
- “A” = this variable was included in the version of the survey that focused on additional measures of video gaming.
- “B” = this variable was included in the version of the adolescent survey that focused on additional measures of personality traits.
- “Parental survey” = this variable was included in the parental survey.
Table 2
English and Dutch version of the GADIS-A.
| NR | ENGLISH | DUTCH |
|---|---|---|
| 1 | I often play games more frequently and longer than I planned to or agreed upon with my parents. | Ik game vaak meer en langer dan ik van plan was of met mijn ouders had afgesproken. |
| 2 | I often cannot stop gaming even though it would be sensible to do so or for example my parents have told me to stop. | Ik kan vaak niet stoppen met gamen, ook al zou het verstandig zijn om dat te doen of hebben mijn ouders gezegd dat ik moet stoppen. |
| 3 | I often do not pursue interests outside the digital world (e.g., meeting friends or partner in real life, attending sports clubs/societies, reading books, making music) because I prefer gaming. | Ik heb vaak geen interesses buiten de digitale wereld (bv. afspreken met vrienden in het echte leven, naar (sport)clubs gaan, boeken lezen, muziek maken) omdat ik liever game. |
| 4 | I neglect daily duties (e.g., grocery shopping, cleaning, tidying up after myself, tidying my room, obligations for school/apprenticeship/job) because I prefer gaming. | Ik verwaarloos dagelijkse taken (bv. boodschappen doen, schoonmaken, opruimen, verplichtingen voor school/stage/job) omdat ik liever game. |
| 5 | I often continue gaming even though it causes me stress with others (e.g., my parents, siblings, friends, partner, teachers). | Ik ga vaak door met gamen, ook al veroorzaakt het stress bij anderen (bv. bij mijn ouders, broers en zussen, vrienden, partner, leraren). |
| 6 | I continue gaming although it harms my performance at school/apprenticeship/job (e.g., by being late, not participating in class, neglecting homework, worse grades). | Ik ga door met gamen, hoewel het mijn prestaties op school/stage/job beïnvloedt (bv. door te laat te komen, niet deel te nemen aan de les, huiswerk te verwaarlozen, slechtere cijfers). |
| 7 | Due to gaming, I neglect my appearance, my personal hygiene, and/or my health (e.g., sleep, nutrition, exercise). | Door het gamen verwaarloos ik mijn uiterlijk, mijn persoonlijke hygiëne en/of mijn gezondheid (bv. met betrekking tot slaap, voeding, lichaamsbeweging). |
| 8 | Due to gaming, I risk losing important relationships (friends, family, partner) or have lost them already. | Door het gamen loop ik het risico belangrijke relaties (vrienden, familie, partner) te verliezen of ben ik ze al kwijt. |
| 9 | Due to gaming I have disadvantages at school/apprenticeship/job (e.g., bad [final] grades, inability to continue to the next grade/no graduation, no apprenticeship or university spot, poor reference, warning/dismissal). | Vanwege het gamen ondervind ik nadelen op mijn school/stage/job (bv. slechte punten, blijven zitten, waarschuwing/ontslag). |
| 10 | How often did you experience such problems, conflicts, or difficulties due to gaming during the past year? Did this only occur on single days, during longer periods of several days to weeks, or was it almost daily? | Hoe vaak ondervond je het afgelopen jaar problemen, conflicten of moeilijkheden door gamen? |
[i] Items 1, 2, 4 and 5 = cognitive-behavioral symptoms (second subscale).
Items 3, 6, 7, 8 and 9 = negative consequences (first subscale).
Item 10 = temporal issue.
Figure 1
CFA factor loadings.
*** p < .001.
Table 3
EFA- and CFA-factor loadings.
| GADIS-A ITEM | FACTOR 1 | FACTOR 2 | COMMUNALITIES |
|---|---|---|---|
| Item 1 EFA | –0.18 | 0.85 | 0.54 |
| Item 1 CFA | 0.58 | ||
| Item 2 EFA | –0.04 | 0.79 | 0.57 |
| Item 2 CFA | 0.65 | ||
| Item 3 EFA | 0.32 | 0.11 | 0.20 |
| Item 3 CFA | 0.46 | ||
| Item 4 EFA | 0.39 | 0.36 | 0.48 |
| Item 4 CFA | 0.66 | ||
| Item 5 EFA | 0.19 | 0.51 | 0.43 |
| Item 5 CFA | 0.69 | ||
| Item 6 EFA | 0.49 | 0.30 | 0.53 |
| Item 6 CFA | 0.66 | ||
| Item 7 EFA | 0.72 | –0.04 | 0.47 |
| Item 7 CFA | 0.69 | ||
| Item 8 EFA | 0.84 | –0.21 | 0.50 |
| Item 8 CFA | 0.65 | ||
| Item 9 EFA | 0.70 | 0.08 | 0.57 |
| Item 9 CFA | 0.71 |
[i] GADIS-A factor 1 = negative consequences (= items 3, 6, 7, 8, 9).
GADIS-A factor 2 = cognitive-behavioral symptoms (= items 1, 2, 4, 5).
Table 4
Bivariate correlations.
| VARIABLE | GADIS-A TOTAL SCORE (R/ρ) |
|---|---|
| VAT total | 0.744*** (r) |
| Gaming time school day | 0.415*** (ρ) |
| Gaming time weekend day | 0.479*** (ρ) |
| Harmonious passion for gaming | 0.413*** (r) |
| Obsessive passion for gaming | 0.697*** (r) |
| Sensation seeking | 0.059 (ns) (r) |
| Impulsivity | 0.250*** (r) |
| Support from family | –0.137*** (r) |
| Support from friends | –0.116*** (r) |
| Online belonging | 0.170*** (r) |
| Attitude towards school | –0.216*** (r) |
| School performance | –0.233*** (r) |
| Simulated gambling frequency | 0.404*** (r) |
| Online monetary gambling frequency | 0.266*** (ρ) |
| Monetary gambling intention | 0.185*** (r) |
| GADIS-P (parent-child dyads) | 0.381*** (r) |
[i] r = Pearson’s r, ρ = Spearman’s rho, ***p < 0.001, (ns) = not significant.
Table 5
Mean and SD for GADIS-A and GADIS-P, including gender differences.
| ITEM | SAMPLE | M | SD |
|---|---|---|---|
| GADIS-A total | Full sample | 7.88 | 6.33 |
| Boys | 9.40 | 6.27 | |
| Girls | 6.02 | 5.72 | |
| Negative consequences | Full sample | 3.12 | 3.43 |
| Boys | 3.84 | 3.54 | |
| Girls | 2.23 | 2.94 | |
| Cognitive behavioral symptoms | Full sample | 4.76 | 3.55 |
| Boys | 5.56 | 3.44 | |
| Girls | 3.78 | 3.38 | |
| Temporal item | Full sample | 0.49 | 0.62 |
| Boys | 0.63 | 0.65 | |
| Girls | 0.33 | 0.54 | |
| GADIS-P (parent-child dyads) | 10.25 | 7.03 |