earticle

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Abstract : The purpose of the study was to classify the four level of internet game addiction(high-risk group, potential-risk group, normal group, low-risk group) and to examine the level of internet game addiction according to gender and school adjustment(general school life, relationship with teacher, learning attitude, school rule, relationship with peer, school activity) according to the level of internet game addiction. The subjects were 331(216 male, 165 female) middle school students at M city in Jeonnam province. They completed the Internet Game Addiction Questionnaire and School Life Adjustment Questionnaire. The results were as follows: first, there were four level of internet game addiction. Normal group consisted of 227(59.6%) students followed by potential-risk group (69 students) and low-risk group (64 students). High-risk group consisted of 21(5.5%) students and it showed the lowest frequency. Second, as a result of examining the level of internet game addiction according to gender, male students showed higher frequency in normal group, potential-risk group, high-risk group than female students. This results suggested that male students were more addicted to internet game than female students. Third, related to school life adjustment, the mean score of relationship with peer was the highest followed by school rule, general school life, relationship with teacher, school activity, and learning attitude. Fourth, as a result of examining school adjustment according to the level of internet game addiction, there were significant differences in general school life, learning attitude, relationship with peer and school activity. However, inconsistent with the expectation, there were no significant differences in relationship with teacher and school rule. Fifth, gender differences were emerged in school adjustment according to the level of internet game addiction. Male students did not demonstrated significant differences in school life adjustment except relationship with peer and school rule, whereas female students did demonstrate significant differences in learning attitude, relationship with peer, school activity and total school life adjustment.