(KULLANIM MİKTARI) Alman ergenlerde internet oyun bozukluğu yaygınlığı: Eyalet çapında temsili bir örneklemde dokuz DSM-5 kriterinin tanısal katkısı (2015)

Florian Rehbein1, *, Sören Kliem1, Dirk Baier1, Thomas Mößle1 andNancy M. Petry2

Article first published online: 10 MAR 2015

DOI: 10.1111 / add.12849

Bağımlılık

Cilt 110, Sayı 5, sayfalar 842 – 851, Mayıs 2015

Özet

Arka plan ve amaçlar

Internet gaming disorder (IGD) is included as a condition for further study in Section 3 of the DSM-5. Nine criteria were proposed with a threshold of five or more criteria recommended for diagnosis. The aims of this study were to assess how the specific criteria contribute to diagnosis and to estimate prevalence rates of IGD based on DSM-5 recommendations.

Dizayn

Large-scale, state-representative school survey using a standardized questionnaire.

ayar

Germany (Lower Saxony).

Katılımcılar

A total of 11 003 ninth-graders aged 13–18 years (mean = 14.88, 51.09% male).

Ölçümler

IGD was assessed with a DSM-5 adapted version of the Video Game Dependency Scale that covered all nine criteria of IGD.

Bulgular

In total, 1.16% [95% confidence interval (CI) = 0.96, 1.36] of respondents were classified with IGD according to DSM-5 recommendations. IGD students played games for longer periods, skipped school more often, had lower grades in school, reported more sleep problems and more often endorsed feeling ‘addicted to gaming’ than their non-IGD counterparts. The most frequently reported DSM-5 criteria overall were ‘escape adverse moods’ (5.30%) and ‘preoccupation’ (3.91%), but endorsement of these criteria rarely related to IGD diagnosis. Conditional inference trees showed that the criteria ‘give up other activities’, ‘tolerance’ and ‘withdrawal’ were of key importance for identifying IGD as defined by DSM-5.

Sonuç

Based on a state-wide representative school survey in Germany, endorsement of five or more criteria of DSM-5 internet gaming disorder (IGD) occurred in 1.16% of the students, and these students evidence greater impairment compared with non-IGD students. Symptoms related to ‘give up other activities’, ‘tolerance’ and ‘withdrawal’ are most relevant for IGD diagnosis in this age group.

Anahtar Kelimeler:

  • Criteria;
  • diagnostic validity;
  • DSM-5;
  • bozulması;
  • internet gaming disorder;
  • yaygınlık