Research On The Status Quo And Impact Of Network Behavior Of Rural Secondary School Students

With the rapid popularization of internet in rural areas,More and more rural secondary school students are exposed to the Internet,and students' Internet applications have caused wide spread anxiety in society.Under this circumstances,it is necessary and urgent to conduct the studies,either the macro research on the internet use of primary and middle school students in rural areas or the studies center on one particular group or individual.As an important part of students in rural areas,the special developmental task of junior high school students in rural areas has also attracted researchers to pay more attention on the internet use of this group.This article aims to investigate the network behavior of rural junior high school students,explore the status quo of their network behavior in the new era,and further investigate their network behavior and academic performance,interpersonal communication,the attitude towards participating in activities,and physical conditions in response to public the questioning and confusion of network behaviors,guiding rural junior high school students to give full play to the positive effects of the network and provide theoretical and practical guidance for their development.The survey adopts the class cluster sampling method,selects more than 400 rural junior high school students as subjects to conduct a questionnaire survey,and uses SPSS software for data analysis.The major findings are listed as follows:First,about 28.9 percent of junior high school students in rural areas spend too much time on the internet;social interaction gets the highest scores;online places are mainly at home;online devices are mainly mobile phone;there are hidden dangers concerning online security;about 97.4% of parents interfere with their children's access to the internet,and about 72 percen of teachers agree students to have access to the internet.Second,different groups of students have different network behaviors and related factors.Left-behind or boarding students have a lower frequency of online behaviors and fewer types of online devices;there are gender differences in online behaviors and related factors;the second-year students have higher online behaviors and better online conditions,but also have more network security issues;Students with different family incomes have differentiated online behaviors.Students with high family incomes have richer Internet devices and parents intervene more.Third,students' different network behaviors have different effects ondevelopment,and different network behaviors of different groups have different effects on student development.Online learning and other online behaviors have inconsistent effects on academic performance;online behaviors generally have a positive impact on interpersonal communication;online learning,higher-order online behaviors,and attitudes toward participation activities are more positively correlated;online behaviors have less effect on students' physical condition;Relative to the same type of groups,the online behaviors of students who left-behind,boys,eighth graders,and high-income students have more positive effects on development.