Middle school students’ verbal aggression and exposure to gaming content creators on social media

Abstract

The rise of social media has contributed to the emergence of gaming content creators who frequently use aggressive language such as profanity, taunts, insults, and derogatory nicknames as a means of venting emotions while playing. This pattern of communication has the potential to influence how students use language in their daily interactions. This study aims to describe students’ verbal aggression resulting from exposure to gaming content on social media. A qualitative approach was used, specifically a single-case study. Data were collected through interviews, observations, and documentation conducted over a two-month period with a 14-year-old male student, identified by the initials IZY at SMPN 3 Sungguminasa. The collected data were then analyzed using thematic analysis. The results of the study indicate that the intensity of viewing gaming content makes the subject more likely to recognize, remember, and imitate coarse language. These effects are evident in behaviors such as using coarse language, mocking peers, giving negative nicknames, and the emergence of social conflicts at school. This study concludes that exposure to gaming content is closely related to students’ tendency toward verbal aggression; therefore, strengthening digital literacy and fostering positive communication habits are essential.