Self-regulation Development Of Primary And Middle School Students And Its Relationship With Online Game Behavior

In this study,463 primary and middle school students as subjects,( which fourth grade 154 students, 146 sixth grade students, eighth grade 163 students), adopting story method and questionnaire survey, probes into the development of primary and middle school students’ self-regulation and its relationship with the network game behavior. Among them, the story scene of the story method is set by referencing the contradiction between the story scene of Luo Lian ping etc(2007), including the claim situation are caused by others and the inhibitory situation are caused by ourselves;The method of questionnaire adopting 5 factors of Liu Rui ru as so on(2011) draw up of the youth network game behavior scale, including learning to slack off, behavior of the disturbance, physical fatigue, the game relies on and interpersonal alienation.Through data analysis, drawing the following conclusions:(1) From the whole, self-regulation type belongs to both low type and inhibitory type of the higher percentage of primary and middle school students;(2)The primary and middle school students in fourth grade, grade sixth and eighth grade of self-regulation type have significant differences. As the growth of the age, the proportion of all high type of both the sixth grade and the eighth grade students all have a drop than the grade fourth students, but the proportion of all low type of both the sixth grade and grade 8 students is higher than the fourth grade; the proportion of fourth grade to sixth grade students of the claim type haven’t changed much., but in the eighth grade it has much increase. the proportion of fourth grade to sixth grade students of the inhibited type change also is not big,however in the eighth grade it has much decrease.(3) Primary and secondary school students in self regulated type of gender dif ference is not significant;(4) In the relationship between self control type and the network game behavi or, all low type and inhibited type students showed negative network game behavior more than claim type and all high type students. The relationship between the self regulated type and the network game behavior of fourth, sixth and eigh th students is different.For the fourth grade students, students of all network game behavior of low ty pe has a positive incentive effect than to the inhibitory type studentsmore; compare d with all high type students and advocates that students, all students were more li kely to have low type game the dependence on the network game, compared wit h all low type students, suppressed the students more easily generate game depende nce; compared with all high tape student, network game behavior is more likely t o cause inhibition type students alienation;For the sixth grade students, positive incentive effect of network game behavi or of the students with low type play to students than advocate type more; compare d with all high type students and advocates of the sixth gradestudents, with low ty pe students are more prone to slack off in the network game behavior; and all hi gh type students, advocate compared students and suppressed the student, the netw ork game behavior more easily lead to all low type students produce behavior, fat igue, loss of degrees of physiological dependence and alienationgame consequence s; compared with the claims of students, the network game behavior is more likel y to causeinhibition of type student behavior loss degree and physiological fatigu e;For the students of grade eight, compared with the claims of students, the network game behavior is more likely to cause all low tape student and the inhibitory type students slack; compared with all high tape student, network game behavior is more likely to cause all low type students and suppressed the behavior of students and the degree of loss, compared with the claims of type students, network game is more likely to cause all low type student behaviorloss of degrees; compared with the claims of students, the network game behavior more easily lead to all low type students produce physiological fatigue; compared with all high type students and advocates that students, the network game behavior is more likely to cause all low type students and suppressed students to produce games dependence compared with the club; all high type students, network game behavior is more likely to cause all low type students and suppressed students produce alienation, compared and students and advocates and inhibition type students, network game behavior is more likely to cause all low type students produce alienation.