Motivations, experiences and outcomes of playing videogames

The current research examined gaming within a leisure context to examine the motivational and experiential value of the activity, to better understand the range of outcomes of playing videogames. Flow theory was used as a theoretical framework for examining positive gaming experiences, and how these were associated with gaming motivations, and potential positive psychological and affective outcomes. The research utilised a mixed-methodological approach with samples of gamers. These included focus groups, an experiment and online questionnaires. The findings showed that immersion and achievement-orientated gaming motivations predicted flow in gaming, and could also predict some dimensions of psychological well-being. Flow in gameplay interacted with increases in positive mood and activation. This suggests that the processes involved in gaming are influential to positive gaming outcomes. Specific game aspects were influential to the nature of gaming experiences, although these were largely dependent on game-type. The findings also showed that social gaming contexts were influential towards gaming experiences, and the associated affective outcomes. This suggests the dynamic nature of gaming experiences, and the importance of acknowledging the wider social contexts in which gaming occurs. Aspects of personality (i.e. trait aggression and competitiveness) influenced negative mood after gameplay, suggesting the importance of considering internal factors when examining gaming outcomes. Further, because gaming motivations, experiences and the associated effects were largely individual and game-specific, this highlights the need for future research to adopt more idiographic approaches. Based on the findings, the research presents a Process Model of Gameplay to examine the dynamic nature of gameplay processes for a range of outcomes. The current research highlights the effectiveness of considering gaming within the wider context of leisure, to identify gaming processes as a way of examining the influence of gaming motivations and experiences on positive outcomes of the activity

Moving beyond “Us” versus “Them”: Social identities in digital gaming

This was an invited submission for a special focus issue on gender and gaming for the Psychology of Women Section Review (British Psychological Society)

Do casual gaming environments evoke stereotype threat? Examining the effects of explicit priming and avatar gender.

Despite relatively equal participation rates between females and males in casual gaming, females often report stigmatisation and prejudice towards their gaming competency within this sub-domain. Applying the theoretical framework of “stereotype threat”, this research examined the influence of explicit stereotype priming on females' casual gameplay performance and related attitudes. It also investigated whether the gender of the game avatar heightens susceptibility to stereotype threat. One hundred and twenty females were allocated randomly to one of four experimental conditions in a 2 (Condition: Stereotype threat, Control) x 2 (Avatar gender: Feminine, Masculine) between-subjects design. They completed a short gaming task and measures of social identity, competence beliefs, gameplay self-efficacy and self-esteem. Findings indicate that priming explicitly a negative gender-related stereotype did not appear to have a significant detrimental impact on gameplay performance or gameplay-related attitudes. Additionally, gameplay performance was not affected significantly by manipulating the gender of the gaming avatar. These findings suggest that, although females appear to be knowledgeable about negative gender-gaming stereotypes, these might not impact performance. Moreover, females tend not to endorse these beliefs as a true reflection of their gaming ability, representing a positive finding in view of the prevailing negative attitudes they face in gaming domains

Relations between gender stereotyping and foreign language attainment:The mediating role of language learners’ anxiety and self‐efficacy

BackgroundGender stereotyping of academic domains has long been a major issue in education. However, previous research has mainly focused on male-dominated fields and women’s disadvantage in such fields. Little attention has been paid to the fields of study, such as foreign language learning, which are typically stereotyped as female domains.AimsThis study aimed to investigate whether relations between (1) learners’ gender stereotypes about English as a foreign language (EFL) learning and language attainment and (2) learner perceptions of teacher stereotypes of EFL learning and language attainment were mediated by anxiety and self-efficacy.SampleData were collected from 701 university students (Mage = 19.7 years, 49.4% male) learning EFL in three Turkish universities.MethodData were collected over three waves. Multi-group structural equation modelling approach was used to analyse the data.ResultsResults showed the relations between learners’ gender stereotypes about EFL learning, and language attainment were mediated by self-efficacy. Self-efficacy also mediated the relationship between learner perceptions of teacher stereotypes of EFL learning and language attainment, but only for women. Language anxiety was not a mediator between gender stereotypes and attainment in either model tested.ConclusionsFindings show that gender stereotypes about EFL learning might affect learners’ language attainment by altering their self-efficacy. Helping learners to maximise their self-efficacy will therefore be beneficial for their language attainment

A snapshot of the student experience: Exploring student satisfaction through the use of photographic-elicitation

Student satisfaction is both an important and yet controversial issue within the higher education sector, which is typically measured through policy-driven metrics such as the National Student Survey. However, less is understood about the qualities of a satisfying student experience ‘as lived’ from the perspective of the student, thus questioning the adequacy of such measures. In response to this, the current study used student-driven photographic elicitation as a means of more adequately capturing the holistic student experience. This entailed nine final-year undergraduate psychology students who each gathered a series of photos, which formed the basis for discussion in an interview. Thematic analysis of the narratives of the interview discussions revealed several main themes surrounding their experiences. These were: ‘Learning Environment’, ‘Work–Life Balance’ and ‘Wider University Community’. Findings are discussed with reference to the implications of student satisfaction, and national metrics used for measuring it, for institutional policies of recruitment and retention

What about the Male Victims? Exploring the Impact of Gender Stereotyping on Implicit Attitudes and Behavioural Intentions Associated with Intimate Partner Violence

Although intimate partner violence (IPV) is considered stereotypically as a gendered phenomenon, empirical evidence contradicts such gender asymmetry in reported rates of victimisation and perpetration. The current research explored the impact of stereotype priming on implicit attitudes associated with IPV victimisation (Study 1) and perpetration (Study 2), and further examined behavioural intentions associated with hypothetical gendered scenarios of IPV. Participants recruited in the United Kingdom were primed with either stereotype congruent, incongruent or no information about IPV victimisation (Study 1, n = 122) or perpetration rates (Study 2, n = 101). They then completed an Implicit Association Test and reported their subjective norms, self-efficacy, behavioural intentions, and outcome expectancies pertaining to different scenarios depicting gendered IPV. Findings indicate that priming an incongruent stereotype did not impact significantly on implicit or explicit attitudes toward IPV. Gendered scenarios were found to be influential on explicit attitudes, with IPV less likely to be identified toward male victims and considered more acceptable compared to when the victim was female. Moreover, individuals reported feeling more capable and likely to intervene in an act of IPV when the victim was female compared to male, were more likely to report such an incident, and anticipated greater outcomes. These findings highlight the need for an inclusive research approach that recognises men’s victimisation

Personality profiles and persuasion: An exploratory study investigating the role of the Big-5, Type D personality and the Dark Triad on susceptibility to persuasion

The present study investigated the relationship between personality profiles and susceptibility to persuasion.
 Participants (N = 316) were recruited for an online questionnaire and asked to complete self-reported measures of their personality – Big-5, Dark Triad and Type D. Individual differences in susceptibility to persuasion were also explored using Cialdini's model of persuasion. Latent profile analysis identified three distinct profiles which were labelled Socially Apt, Fearful and Malevolent. These profiles were correlated with scores on the persuasion sub-scales – authority, commitment, liking, scarcity, reciprocity, consensus – and a number of interesting associations were identified. The malevolent profile self-reported as more susceptible to a higher use of scarcity relative to the other principles of persuasion, and was least susceptible to reciprocity and authority. The socially apt profile appear to be more inclined to be persuaded to do something if it is consistent with their beliefs or a prior act whereas individuals in the Fearful profile were more likely to report obeying those in authority and going along with a crowd. Implications for persuasion are discussed along with research on personality types