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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Psychological Impact of Virtual Reality Gaming on the Formation of Self-Image in Early School-Age Children 1078

Pakhomova V.G., Assistant, Chair of Depth Psychology and Psychotherapy, Psychological Faculty, Tauric Academy of the V.I. Vernadsky Crimean Federal University, Simferopol, Russia, planet-vi@mail.ru
Abstract
The article investigates the problem of interaction between a modern primary school-aged child and the field of virtual reality gaming and, in particular, the impact of virtual reality on the formation of self-image. Our study enabled us to explore the differences in the self-image in active and non-active players of roleplaying video games. The outcomes proved that there are certain changes in the self-image of active players related to their self-identification with characters of computer games according to their individual psychological features, whereas for children who engage in non-role-playing games such identification is not common. It was found that non-active children players generally have positive selfacceptance and do not suffer from feelings of anxiety and abandonment; active players, on the opposite, often demonstrate inadequate self-esteem, anxiety and a tendency to self-actualise in virtual reality gaming.

Keywords: self-image, virtual reality, primary school children, computer games, role-playing computer game

Column: Educational Psychology

DOI: http://dx.doi.org/10.17759/pse.2017220506

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