School Psychology Commons^™

Exploring Self-Regulation Of More Or Less Expert College-Age Video Game Players: A Sequential Explanatory Design, Meryem Yilmaz Soylu, Roger H. Bruning

Department of Educational Psychology: Faculty Publications

This study examined differences in self-regulation among college-age expert, moderately expert, and non-expert video game players in playing video games for fun. Winnie's model of self-regulation (Winne, 2001) guided the study. The main assumption of this study was that expert video game players used more processes of self-regulation than the less-expert players. We surveyed 143 college students about their game playing frequency, habits, and use of self-regulation. Data analysis indicated that while playing recreational video games, expert gamers self-regulated more than moderately expert and non-expert players and moderately expert players used more processes of self-regulation than non-experts. Semi-structured interviews also …