In March, a paper published by Columbia University's Mailman School of Public Health found that high video-game usage was associated with an increased probability of high intellectual functioning and overall school competence.
The higher association is with age (older adolescents reporting lower school competence), and with FAS (more affluent adolescents reporting more competence) and, although with a much lower impact, having a CC makes adolescents have a higher perception of school competence.
"Having or not a chronic condition" (Table 2) was not significantly associated with gender or "Perception of school competence".
However, a significant association was found regarding "Perception of school competence" [χ 2 (3, N = 1366) = 10.96, p ≤ 0.05].
The higher association is with age (older adolescents reporting higher school competence), and with FAS (more affluent adolescents reporting less competence).
Interestingly age seems the worst "risk factor" for (in) satisfaction with family life, pressure with school work and (low) perception of school competence.
Finally an adjusted model was achieved for "Perception of school competence" [F(4) = 19.620, p ≤ .05], and the variance explained by the final model was of 5.3%%.
Finally, an adjusted model was achieved for the "Perception of school competence" [F(4) = 76.944, p ≤ .05] and the variance explained by the final model was of 6.4 %.
Interestingly as well is that when considering only having a CC that affects school participation, the impact upon school pressure and perception of school competence decreases, and the impact upon family life increases.
A brief overview of main results shows that adolescents living with a CC present higher levels of "pressure with homework" and feel that their school competence is below average.
