A Comparison of Gaming Behavior between Teens and Preteens and its Association with Depression, Anxiety, Stress, and Academic Performance in Children.

Background: Video games have emerged as a significant and timely source of entertainment among teens and preteens, primarily targeting the younger generation while also gaining popularity among the older population. Numerous studies have demonstrated that symptoms of stress, anxiety, and depression can impact children's academic performance and may result in school dropout. However, to date, no research has examined these three conditions specifically in Jordanian high school students. Therefore, this study aims to compare the gaming behavior of teens and preteens and its relationship to memory, depression, anxiety, and stress in Jordanian schoolchildren. Additionally, it seeks to define the prevalence of anxiety, depression, and stress among high school students in Northern Jordan and identify factors associated with these conditions. Methods: This cross-sectional study, conducted between May and July 2024, involved a sample of 388 children aged 12 to 17 years, randomly selected from public and private schools. Validated versions of the Arabic versions of the Patient Health Questionnaire-9 (PHQ-9), the seven-item Generalized Anxiety Disorder Scale (GAD-7), the Perceived Stress Scale (PSS), and the Internet Gaming Disorder Scale-Short-Form (IGDS9-SF) were used to assess depression, anxiety, perceived stress, and internet gaming disorder, respectively. Results: Among the 388 students included in the study, 25 students (6.44%) reported using gaming apps during classes on a frequent and daily basis. The findings reported that gaming during class was significantly linked to higher depression scores (p < 0.0001). Additionally, students with high GPAs were more likely to experience severe depression (p = 0.02), suggesting that academic pressure contributes to mental health struggles. Anxiety was a strong predictor of depression severity, while excessive gaming also emerged as a significant factor in both mild and severe depression. Older students had higher intermediate GPAs, suggesting that maturity and time management skills may positively impact academic performance. These findings highlighted the complex relationship between gaming, academic performance, and mental health, emphasizing the need for responsible gaming habits and mental health support in educational settings. Discussion: A comparison of gaming behavior between teens and preteens indicates that teens exhibit higher levels of depression, anxiety, and gaming habits than preteens. This study highlights the complex interplay between gaming behavior and academic performance. While gaming itself does not directly lower GPA, it may contribute to psychological health issues. Additionally, high-achieving students may be at greater risk of depression, emphasizing the need for mental health support programs in educational settings. Conclusion: Current findings stress the importance of responsible gaming habits, early psychological interventions, and targeted mental health strategies for students.