본 연구의 목적은 학업중단 청소년이 경험한 인터넷게임중독 현상의 의미를 심층적으로 밝히려는 것이다. 본 연구가 현장에 있는 부모, 상담자, 교사 등 청소년관련분야 종사자들에게 학업중단 청소년의 인터넷게임중독 경험에 대한 이해를 제공하는 기초자료로 활용되기를 기대한다. 이를 위해 인터넷게임중독 경험이 있는 18-22세 학업중단 남자청소년 6명을 심층 면담하였고 수집된 자료를 Giorgi의 현상학적 연구방법에 따라 분석하였다. 분석결과 104개의 의미단위와 37개의 하위구성요소 그리고 12개의 구성요소가 도출되었다. 본 연구결과 학업중단 청소년이 경험하는 인터넷게임중독의 ...
본 연구의 목적은 학업중단 청소년이 경험한 인터넷게임중독 현상의 의미를 심층적으로 밝히려는 것이다. 본 연구가 현장에 있는 부모, 상담자, 교사 등 청소년관련분야 종사자들에게 학업중단 청소년의 인터넷게임중독 경험에 대한 이해를 제공하는 기초자료로 활용되기를 기대한다. 이를 위해 인터넷게임중독 경험이 있는 18-22세 학업중단 남자청소년 6명을 심층 면담하였고 수집된 자료를 Giorgi의 현상학적 연구방법에 따라 분석하였다. 분석결과 104개의 의미단위와 37개의 하위구성요소 그리고 12개의 구성요소가 도출되었다. 본 연구결과 학업중단 청소년이 경험하는 인터넷게임중독의 중심현상은 ‘헛된 열망으로 인해 공허한 삶’으로 나타났다. 본 연구의 분석결과를 학업중단 청소년의 ‘인터넷게임중독 배경’, ‘인터넷게임중독 경험’, ‘인터넷게임중독 대처’ 특성들로 요약하여 제시하였다. 첫째, 학업중단청소년의 인터넷게임중독 배경 특성들은 ‘암울한 현실에 절망함’, ‘내면화된 우울함’, ‘게임으로 암울함을 벗어남’, ‘게임 공동체의 유대감’, ‘게임실력으로 키워낸 최강의 꿈’으로 나타났다. 참여자들은 부모와의 이별이나 양육자의 부적절한 양육태도를 경험하며 암울한 현실에서 절망할 수밖에 없었다. 그들의 유년시절은 그리움, 외로움, 억울함, 좌절, 등 부정적 정서에 갇힌 기간이었다. 참여자들은 암울한 현실을 벗어나 인터넷게임공간에서 타인과 자유롭게 소통하며 성취하고 인정받는 경험을 통해 즐거운 기분으로 전환하여 활기를 찾을 수 있었다. 둘째, 학업중단 청소년의 인터넷게임중독 경험 특성들은 ‘환호 속에 쟁취한 성공’, ‘집착을 불러온 게임의 허상’, ‘허세 뒤에 감추어진 공허함’, ‘열정을 가장한 무책임’으로 나타났다. 참여자들은 자신들의 심리적 문제를 인터넷게임이용으로 해결하려고 시도하면서 인터넷게임에 집착하게 되었다. 그들은 인터넷게임 활동에서 다양한 성취로 만족감을 느끼게 되면서 인터넷게임으로의 성공에 대한 열망에 사로잡혔다. 참여자들이 인터넷게임에 모든 열정을 쏟아 부으며 성공을 추구하는 동안 현실에서는 크고 작은 일탈에 가담하며 무책임하게 행동하였다. 결국 그들은 학교생활에서 멀어져 스스로 학업을 포기하거나 범법행위에 가담하다가 학업을 포기해야하는 상황에 이르기도 하였다. 셋째, 학업중단청소년의 인터넷게임중독 대처 특성들로는 ‘성공의 환상이 깨어짐’, ‘있는 그대로의 자기 삶의 수용’, ‘고단함 속에서 발견하는 희망’으로 나타났다. 참여자들은 더 이상 게임을 할 수 없는 한계상황에서 인터넷게임의 성공이 허상임을 깨달았다. 그들은 인터넷게임공간의 환상과 현실의 희망을 구별하고 있는 그대로의 자기 삶을 수용할 수 있었다. 참여자들은 타인과의 만남을 통해 가치 있는 삶을 발견하고 미래를 희망하게 되면서 자신의 역량강화를 위한 행동변화를 실천할 수 있었다.
본 연구의 목적은 학업중단 청소년이 경험한 인터넷게임중독 현상의 의미를 심층적으로 밝히려는 것이다. 본 연구가 현장에 있는 부모, 상담자, 교사 등 청소년관련분야 종사자들에게 학업중단 청소년의 인터넷게임중독 경험에 대한 이해를 제공하는 기초자료로 활용되기를 기대한다. 이를 위해 인터넷게임중독 경험이 있는 18-22세 학업중단 남자청소년 6명을 심층 면담하였고 수집된 자료를 Giorgi의 현상학적 연구방법에 따라 분석하였다. 분석결과 104개의 의미단위와 37개의 하위구성요소 그리고 12개의 구성요소가 도출되었다. 본 연구결과 학업중단 청소년이 경험하는 인터넷게임중독의 중심현상은 ‘헛된 열망으로 인해 공허한 삶’으로 나타났다. 본 연구의 분석결과를 학업중단 청소년의 ‘인터넷게임중독 배경’, ‘인터넷게임중독 경험’, ‘인터넷게임중독 대처’ 특성들로 요약하여 제시하였다. 첫째, 학업중단청소년의 인터넷게임중독 배경 특성들은 ‘암울한 현실에 절망함’, ‘내면화된 우울함’, ‘게임으로 암울함을 벗어남’, ‘게임 공동체의 유대감’, ‘게임실력으로 키워낸 최강의 꿈’으로 나타났다. 참여자들은 부모와의 이별이나 양육자의 부적절한 양육태도를 경험하며 암울한 현실에서 절망할 수밖에 없었다. 그들의 유년시절은 그리움, 외로움, 억울함, 좌절, 등 부정적 정서에 갇힌 기간이었다. 참여자들은 암울한 현실을 벗어나 인터넷게임공간에서 타인과 자유롭게 소통하며 성취하고 인정받는 경험을 통해 즐거운 기분으로 전환하여 활기를 찾을 수 있었다. 둘째, 학업중단 청소년의 인터넷게임중독 경험 특성들은 ‘환호 속에 쟁취한 성공’, ‘집착을 불러온 게임의 허상’, ‘허세 뒤에 감추어진 공허함’, ‘열정을 가장한 무책임’으로 나타났다. 참여자들은 자신들의 심리적 문제를 인터넷게임이용으로 해결하려고 시도하면서 인터넷게임에 집착하게 되었다. 그들은 인터넷게임 활동에서 다양한 성취로 만족감을 느끼게 되면서 인터넷게임으로의 성공에 대한 열망에 사로잡혔다. 참여자들이 인터넷게임에 모든 열정을 쏟아 부으며 성공을 추구하는 동안 현실에서는 크고 작은 일탈에 가담하며 무책임하게 행동하였다. 결국 그들은 학교생활에서 멀어져 스스로 학업을 포기하거나 범법행위에 가담하다가 학업을 포기해야하는 상황에 이르기도 하였다. 셋째, 학업중단청소년의 인터넷게임중독 대처 특성들로는 ‘성공의 환상이 깨어짐’, ‘있는 그대로의 자기 삶의 수용’, ‘고단함 속에서 발견하는 희망’으로 나타났다. 참여자들은 더 이상 게임을 할 수 없는 한계상황에서 인터넷게임의 성공이 허상임을 깨달았다. 그들은 인터넷게임공간의 환상과 현실의 희망을 구별하고 있는 그대로의 자기 삶을 수용할 수 있었다. 참여자들은 타인과의 만남을 통해 가치 있는 삶을 발견하고 미래를 희망하게 되면서 자신의 역량강화를 위한 행동변화를 실천할 수 있었다.
The purpose of this research is to deeply understand the experience of adolescent dropouts who are addicted to internet games. By reading this article, I hope counselors, teachers, and church leaders would understand these adolescents and gain basic information on how to intervene. For proper analys...
The purpose of this research is to deeply understand the experience of adolescent dropouts who are addicted to internet games. By reading this article, I hope counselors, teachers, and church leaders would understand these adolescents and gain basic information on how to intervene. For proper analysis, the researcher interviewed 6 male adolescent dropouts, ages 18-22, who were addicted to internet games for over 2 years, and analyzed the collected data by using Giorgi’s Phenomenological method. Through this analysis, the researcher got 104 meaning units, 37 subordinate components, and 12 components. The main reason dropout adolescents were addicted to internet games was because they pursued ‘an empty life driven by false desires’. The findings show why adolescents desire to play internet games, unique characteristics of internet game addiction, and remedies for internet game addiction. First, the reason participants played internet games were due to: ‘hopelessness over reality’, ‘chronic depression’, ‘escaping hopelessness by playing game’, ‘bonding with other gamers’, ‘dreaming of becoming the best gamer’. They were seized with negative emotions filled with longing, solitude, depression, and frustration because they felt ignored by their rearers. They felt helpless both at home and school. They could not function well because of their anxiety. Furthermore, these participants did not receive proper emotional care, which caused them to be trapped in these negative emotions. However, in the internet gaming world, they became energetic and free since they could freely interact with other gamers without having to reveal their face or identity. In this space, they could let go of their negative emotions through their achievements and recognition. They experienced a sense of belonging in the gaming community, and most of the participants worked hard to achieve their dream of becoming the best gamer. They appreciated how everyone was given a fair opportunity to become the best. Second, the experience of internet game addicts can be described as: ‘feeling accomplished while receiving recognition’, ‘having fantasies of games that lead to obsessions’, ‘emptiness hidden behind vanity’, and ‘irresponsibility disguised as passion’. The participants tried to solve their psychological problems by playing internet games and delving in deeper in the gaming world. They were obsessed with achievements and receiving recognition from other people. Therefore, they spent most of their leisure time gaming because they were possessed with competition while trying to maintain their online relationships. The participants were eager to succeed in internet gaming because they experienced various unexpected satisfactions while gaming. However, they suffered from fear and indefinite anxiety while they concentrated on games rather than their studies. They could only become addicted to games since they could escape this fear through gaming. Their deviant behaviors included lying to their parents to larger illegal acts. They behaved in this way in order to continue playing internet games, and their behavior revealed the emptiness inside of them. Those who committed larger illegal acts were expelled from school. Third, participants tried to cope with their addiction in three ways: ‘by realizing the addiction with the broken fantasy of success’, ‘accepting their life as it is’, and ‘trying to find hope in their weary life’. The future they were so afraid of became reality, and they realized that their successes were just an illusion. This happened only when they were in a critical situation, and they could not play internet games. In these situations, they could discern between illusion and reality, and with other people’s help, they were able to combine their real self and their online self. The participants were able to accept their broken life by realizing their limits both in reality and in their illusions and by accepting themselves as they are. They decided to end their addiction by finding value in life and exerting their true abilities in work and studies. They found hope for life and in the midst of trying to rise above their circumstances, they tried to utilize games in a more positive way.
The purpose of this research is to deeply understand the experience of adolescent dropouts who are addicted to internet games. By reading this article, I hope counselors, teachers, and church leaders would understand these adolescents and gain basic information on how to intervene. For proper analysis, the researcher interviewed 6 male adolescent dropouts, ages 18-22, who were addicted to internet games for over 2 years, and analyzed the collected data by using Giorgi’s Phenomenological method. Through this analysis, the researcher got 104 meaning units, 37 subordinate components, and 12 components. The main reason dropout adolescents were addicted to internet games was because they pursued ‘an empty life driven by false desires’. The findings show why adolescents desire to play internet games, unique characteristics of internet game addiction, and remedies for internet game addiction. First, the reason participants played internet games were due to: ‘hopelessness over reality’, ‘chronic depression’, ‘escaping hopelessness by playing game’, ‘bonding with other gamers’, ‘dreaming of becoming the best gamer’. They were seized with negative emotions filled with longing, solitude, depression, and frustration because they felt ignored by their rearers. They felt helpless both at home and school. They could not function well because of their anxiety. Furthermore, these participants did not receive proper emotional care, which caused them to be trapped in these negative emotions. However, in the internet gaming world, they became energetic and free since they could freely interact with other gamers without having to reveal their face or identity. In this space, they could let go of their negative emotions through their achievements and recognition. They experienced a sense of belonging in the gaming community, and most of the participants worked hard to achieve their dream of becoming the best gamer. They appreciated how everyone was given a fair opportunity to become the best. Second, the experience of internet game addicts can be described as: ‘feeling accomplished while receiving recognition’, ‘having fantasies of games that lead to obsessions’, ‘emptiness hidden behind vanity’, and ‘irresponsibility disguised as passion’. The participants tried to solve their psychological problems by playing internet games and delving in deeper in the gaming world. They were obsessed with achievements and receiving recognition from other people. Therefore, they spent most of their leisure time gaming because they were possessed with competition while trying to maintain their online relationships. The participants were eager to succeed in internet gaming because they experienced various unexpected satisfactions while gaming. However, they suffered from fear and indefinite anxiety while they concentrated on games rather than their studies. They could only become addicted to games since they could escape this fear through gaming. Their deviant behaviors included lying to their parents to larger illegal acts. They behaved in this way in order to continue playing internet games, and their behavior revealed the emptiness inside of them. Those who committed larger illegal acts were expelled from school. Third, participants tried to cope with their addiction in three ways: ‘by realizing the addiction with the broken fantasy of success’, ‘accepting their life as it is’, and ‘trying to find hope in their weary life’. The future they were so afraid of became reality, and they realized that their successes were just an illusion. This happened only when they were in a critical situation, and they could not play internet games. In these situations, they could discern between illusion and reality, and with other people’s help, they were able to combine their real self and their online self. The participants were able to accept their broken life by realizing their limits both in reality and in their illusions and by accepting themselves as they are. They decided to end their addiction by finding value in life and exerting their true abilities in work and studies. They found hope for life and in the midst of trying to rise above their circumstances, they tried to utilize games in a more positive way.
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