The Relationship Between Parental Psychological Control And Internet Game Disorder Tendency Of Junior High School Students: A Moderated Mediation Model

In the digital era,the popularity of online games and the rapid development of related industries have intensified the occurrence of internet game disorder tendency.As an addictive behavior spread in recent years,internet game disorder has become an emerging public health problem widely concerned in the world,with a high tendency among teenagers and young people,among which junior high school students are a high-risk group and the main force of Internet use in the future.The study on the influencing factors and mechanisms of internet game disorder tendency in middle school students,and put forward targeted suggestions according to the empirical research results,will be conducive to prevent and reduce the internet game disorder tendency of middle school students,and promote their healthy and benign Internet access.At the same time,it also provides an empirical basis and reference for the country to further promote the juvenile network addiction prevention system and strengthen the construction of juvenile health online protection system.Based on the theory of individual-environment interaction,this study discusses the factors and specific mechanisms of internet game disorder tendency in junior middle school students from the aspects of individual characteristics and the family environment.Using cluster sampling method,an offline questionnaire survey was conducted on 735 junior high school students,and the adjusted mediation model was established to explore the influence mechanism of parental psychological control on internet game disorder tendency in junior middle school students,as well as the mediating effect of core self-evaluation and the regulatory effect of intentional self-regulation.The final study results are as follows:(1)There is a significant difference in parental psychological control among middle school students in grade,with grades 2 and 3 being significantly higher than grades 1;There are significant differences in core self-evaluation between genders and grades,with boys being significantly higher than girls,and grades 1 being significantly higher than grades 2 and3;There is a significant gender difference in internet game disorder tendency,with males significantly higher than females.(2)The positive predictive effect of parental psychological control on internet game disorder tendency among middle school students is significant.(3)Core self-evaluation of junior middle school students plays a partial mediating role in the relationship between parental psychological control and internet game disorder tendency.(4)Intent self-regulation in junior high school students regulates the direct process of parental psychological control affecting internet game disorder tendency,and when intentional self-regulation is low,the positive prediction effect of parental psychological control on internet game disorder tendency is significant;When intentional self-regulation is high,the predictive effect of parental psychological control on internet game disorder tendency is not significant.(5)Intentional self-regulation in middle school students affects the first half of the mediation process of internet game disorder tendency through core self-evaluation,and when intentional self-regulation is low,parental psychological control has a stronger negative predictive effect on core self-evaluation.(6)Intentional self-regulation in junior high school students affects the second half of the mediation process of internet game disorder tendency through core self-evaluation,and when the intentional self-regulation is high,core self-evaluation has a significant negative prediction effect on internet game disorder tendency;When intentional self-regulation is low,the predictive effect of core self-evaluation on internet game disorder tendency is not significant.It can be concluded that parental psychological control significantly positively predicts the internet game disorder tendency of junior middle school students,and the core self-evaluation plays a partial mediating role in the process,and both the direct and mediating roles in the process are regulated by intentional self-regulation.Based on the empirical results of this study,strategies to reduce internet game disorder tendency in junior middle school students from the aspects of family,school and individual junior middle school students:(1)Based on the prominent phenomenon of internet game disorder tendency in junior high school students,targeted to solve the problem.Starting from the current situation of internet game disorder tendency among junior high school students,more attention is paid to male middle school students,and relevant training is provided to enhance the self-control and discrimination of junior high school students and help them reduce negative emotions,finally forming the joint efforts of home,school and society to reduce the level of online game addiction among junior high school students.(2)Efforts to reduce parental psychological control,reduce the junior high school students internet game disorder tendency level.Focus on the psychological control of the parents of the second and third grade students.By reducing the authority of the parents,increasing the high-quality parent-child companionship,clarifying the parent-child boundary,forming the habit of reflection,and reducing the psychological control of the parents.(3)Scientific promote the core self-evaluation,and reduces the level of internet game disorder tendency of junior high school students.Focus on the core self-evaluation of girls and the second and third grade students,cultivates the self-efficacy and self-value sense of junior high school students,and improve their core self-evaluation.(4)Fully cultivate intentional self-regulation to reduce the internet game disorder tendency among junior middle school students.Comprehensively improve the ability of junior high school students’ target compensation,target selection and target optimization,carry out training courses related to intentional self-regulation,give full play to the professionalism of psycho-educational teachers,and reduce students’ internet game disorder tendency.