Étude des relations entre régulation émotionnelle (intra- et interpersonnelle), construction de l'identité et usages des jeux vidéo à l'adolescence.

L'objectif de cette étude est d'investiguer les relations entre les processus de régulation émotionnelle (intra- et interpersonnelle) et la construction identitaire, selon le niveau d'usage des jeux vidéo, dans une population tout venant d'adolescents et de jeunes adultes. Trois groupes ont été constitués à partir de la Game Addiction Scale : des non-joueurs (NJ, n = 37, âge moyen = 19,70), des joueurs non problématiques (JNP, n = 133, âge moyen = 18,60) et des joueurs problématiques (JP, n = 37, âge moyen = 20,16). Les participants ont complété des questionnaires évaluant la construction identitaire et différents processus émotionnels intrapersonnels et interpersonnels. Les résultats de notre étude montrent : 1) de nombreuses relations entre les processus de régulation émotionnelle (intra- et interpersonnelle) et de construction identitaire ; 2) des spécificités dans les processus concernés selon le niveau d'usage ; les joueurs non problématiques étant le groupe dans lequel on retrouve le plus de liens ; et 3) des spécificités selon le genre. Nos résultats confirment l'interdépendance de la régulation émotionnelle et de la construction identitaire. Cependant, tenir compte du genre et du niveau d'usage des JV est essentiel dans la compréhension de ces liens. Nos résultats fournissent des perspectives intéressantes quant à l'accompagnement psychothérapeutique des adolescents/jeunes adultes ayant un usage problématique des JV. The goal of this study is to investigate the relationships between intrapersonal and interpersonal emotion regulation processes and identity construction regarding video games use among a population of teenagers and young adults. This investigation is made considering gender differences, and is the first to do so in this field of research. According to the scores of the Game Addiction Scale and the game frequency scores, three groups have been formed: non-gamers (NG, n = 37, mean age = 19.70), non-problematic gamers (NPG, n = 133, mean age = 18.60) ang problematic gamers (PG, n = 37, mean age = 20.16). Participants full filled several questionnaires regarding identity construction: the Dimension of Identity Development Scale, the Utrecht-Management of Identity Commitments Scale, the Identity subscale of the Erikson Psychosocial Inventory Scale. Regarding emotional processes, the Positive And Negative Affect Schedule, the Difficulties in Emotion Regulation Scale, the Emotion Regulation Questionnaire for Children and Adolescents, and the Interpersonal Regulation Questionnaire were completed by our participants. Results show many relationships between emotion regulation processes (intra- and interpersonal) and identity construction processes, regardless of video game use level. Also, specificities within these processes according to video game use appear: the non-problematic gamers being the group in which we find the most significant links. Our findings also emphasize gender specificities. Our results confirm the interdependence between both intrapersonal et interpersonal emotion regulation and identity construction. Nevertheless, it is crucial to consider gender and video game use to understand these relationships, as emotion regulation processes differ according to gender. Our results provide useful perspectives regarding psychotherapeutic caring of teenagers and young adults with problematic video game use and put the emphasis on considering gender specificities to adjust the therapeutic support. In fact, important links were found between interpersonal emotion regulation and identity especially regarding negative emotions among boys; while the relationship between negative tendency of the interpersonal emotion regulation were found only among problematic girls gamers. Therefore, therapeutical care should put the emphasis on emotion processes: intrapersonal and interpersonal regulation but also emotion conscientization and clarity, two dimensions linked strongly to identity formation. Also, therapy may integrate parents, considering their involvement in these emotion processes development. Furthermore, we can also note a partial congruence between the two scales measuring the identity construction, highlighting the importance of the joint use of these two tools. [ABSTRACT FROM AUTHOR]