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Table 4 Bivariate analysis of factors associated with the memory and attention scores

From: Video gaming addiction and its association with memory, attention and learning skills in Lebanese children

Variable

Visual spatial organization

Sustained sequential processing

LEAF working memory

Novel problem

Mathematics skills

Basic reading skills

Written expression skills

Gender

 Male

2.96 ± 3.00

2.94 ± 2.93

2.94 ± 3.09

2.57 ± 2.88

1.97 ± 2.78

2.89 ± 3.56

3.76 ± 3.82

 Female

2.44 ± 2.60

2.45 ± 2.62

2.60 ± 2.49

2.36 ± 2.48

2.45 ± 3.16

2.24 ± 2.80

3.21 ± 3.19

 p

0.046

0.059

0.194

0.413

0.086

0.026

0.09

Father’s educational level

 Illiterate/primary

3.54 ± 3.54

3.60 ± 3.44

3.83 ± 3.73

3.08 ± 3.23

3.44 ± 3.91

4.02 ± 4.15

4.70 ± 4.11

 Complementary

3.25 ± 3.26

3.08 ± 3.07

3.21 ± 3.00

2.96 ± 2.95

2.42 ± 3.10

3.03 ± 3.21

4.25 ± 3.79

 Secondary

2.62 ± 2.64

2.82 ± 2.93

2.74 ± 2.80

2.63 ± 2.74

2.22 ± 2.91

2.60 ± 3.29

3.68 ± 3.83

 University

2.26 ± 2.34

2.19 ± 2.24

2.21 ± 2.31

1.92 ± 2.40

1.53 ± 2.32

1.92 ± 2.78

2.64 ± 2.80

 p

0.006

0.006

0.001

0.005

< 0.001

< 0.001

< 0.001

Mother’s educational level

 Illiterate/primary

3.59 ± 3.81

3.13 ± 2.38

3.41 ± 2.97

2.82 ± 2.50

2.73 ± 2.86

3.32 ± 2.61

3.64 ± 3.50

 Complementary

3.46 ± 3.21

3.77 ± 3.58

3.71 ± 3.62

3.70 ± 3.47

3.28 ± 3.33

2.91 ± 2.84

4.96 ± 4.09

 Secondary

2.96 ± 3.01

3.04 ± 2.94

2.57 ± 2.58

2.27 ± 2.44

2.19 ± 3.32

2.81 ± 3.39

3.52 ± 3.63

 University

2.45 ± 2.53

2.41 ± 2.58

2.62 ± 2.72

2.31 ± 2.68

1.85 ± 2.63

2.41 ± 3.32

3.23 ± 3.37

 p

0.026

0.004

0.035

0.005

0.007

0.404

0.012

  1. Post hoc analysis: Father’s education level: working memory (illiterate/primary vs secondary p = 0.021; illiterate/primary vs university p = 0.002; complementary vs university p = 0.026); comprehension conceptual morning (illiterate/primary vs secondary p = 0.036; illiterate/primary vs university p < 0.001; complementary vs university p = 0.005); Factual memory (illiterate/primary vs university p = 0.001); attention (illiterate/primary vs secondary p = 0.022; illiterate/primary vs university p < 0.001; complementary vs university p = 0.003); processing speed (illiterate/primary vs university p = 0.014; complementary vs university p = 0.002); visual spatial organization (illiterate/primary vs university p = 0.034; complementary vs university p = 0.026); sustained sequential processing (illiterate/primary vs university p = 0.014); working memory (illiterate/primary vs university p = 0.003; complementary vs university p = 0.024); novel problem solving (complementary vs university p = 0.013); mathematics skills (illiterate/primary vs university p < 0.001); basic reading skills (illiterate/primary vs university p < 0.001; complementary vs university p = 0.033); written expression (illiterate/primary vs university p = 0.002; complementary vs university p = 0.001). Mother’s education level: comprehension conceptual learning (illiterate/primary vs secondary p = 0.033; illiterate/primary vs university p = 0.003; complementary vs university p = 0.005); Factual memory (complementary vs secondary p = 0.006; complementary vs secondary p = 0.008); LEAF attention (complementary vs secondary p = 0.012; complementary vs university p = 0.002); processing speed (complementary vs university p = 0.005); sustained sequential processing (complementary vs university p = 0.005); novel problem solving (complementary vs secondary p = 0.009; complementary vs secondary p = 0.004); mathematics skills (complementary vs university p = 0.005); written expression (complementary vs university p = 0.006)
  2. Italic values indicate significant p-values
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Child and Adolescent Psychiatry and Mental Health

ISSN: 1753-2000