Digital Aggression or Social Frustration? A Socio-Relational Document Analysis of Online Gaming, School Climate, and Student Violence in Türkiye
DOI:
https://doi.org/10.21274/dinamika.2026.26.2.109-126Keywords:
Digital aggression; online gaming; school climate; social frustration; TürkiyeAbstract
Online gaming is often associated with student violence, but such claims rarely consider the social conditions in which aggression emerges. This study explores how gaming, social frustration, school climate, and peer and family relationships intersect in evidence concerning Türkiye. Using qualitative socio-relational document analysis, 25 of 34 candidate records were retained: eight Türkiye-specific records, one mixed-country synthesis with substantial Türkiye evidence, and 16 international or comparative records. Comparative coding, constant comparison, and negative-case analysis highlighted three patterns. Aggression was discussed alongside negative emotions, unmet social needs, weak social intelligence, and limited support rather than gaming exposure alone. School climate mattered through belonging, self-control, peer networks, and bystander responses. Gaming also served different functions: it could deepen frustration, offer coping, or foster competence and connection, depending on the circumstances and whether engagement was ordinary or problematic. These findings inform a Socio-Relational Digital Aggression Model that links digital experiences with students' relational environments. The model identifies plausible pathways for further study rather than establishing causal relationships for Türkiye. Prevention should therefore distinguish forms of gaming while strengthening school connectedness, family support, media literacy, and positive peer relationships.
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