| With the rapid development of online social media,social software such as Weibo and WeChat are increasingly favored by people.Mobile phone,as one of the most convenient communication tools in modern society,is more popular among junior high school students,which is usually regarded as an indispensable part of life.Mobile phones not only bring various conveniences to junior high school students,but also bring a lot of problems.Due to incomplete personality development,Junior high school students are prone to excessive use of mobile phones,and further lead to mobile phone addiction.Dependence on mobile phones may cause some serious negative effects on junior high school students,from affecting their physical and mental health to being addicted to mobile phones leading to dropping out of school.Mobile phone dependence can cause some serious negative effects on junior high school students,ranging from impact on academic performance and physical and mental health of junior high school students,and at worst leading to dropout and depression,so it is of great practical significance to discuss the relationship between parent educational method,self-control and mobile phone dependence of junior high school students.The purpose of this study is to investigate the influence of parent educational method on mobile phone dependence of junior high school students and the mediating mechanism of self-control in this relationship.Based on the results of this study,a group counseling program was designed to conduct empirical intervention research on junior high school students’ self-control,and then to explore the intervention effect of group counseling on improving junior high school students’ self-control level and reducing the degree of mobile phone dependence.Based on this,this study carried out two studies respectively:In Study 1,389 samples were selected from students from grade 1 to grade 3 of a Normal middle school in Zhengzhou city by adopting the method of holistic sampling.The empirical study was conducted by using the questionnaire method,so as to understand the relationship between parent educational method,self-control and mobile phone dependence of junior middle school students.The results show that:(1)there are significant differences in gender,grade and whether the middle school students are the only child in terms of parent educational method,self-control and mobile phone dependence.(2)There is a positive and negative correlation between the parenting style of junior high school students and self-control and mobile phone dependence,while there is a negative correlation between self-control and mobile phone dependence;(3)Self-control has a very obvious negative predictive effect on the control of mobile phone dependence.Parent educational method has a positive predictive effect on mobile phone dependence.Self-control of junior high school students has an intermediary effect on the parent educational method and mobile phone dependence.On the basis of study one,study two used the questionnaire of mobile phone dependence to calculate the total scores of self-control from high to low,and set the intervention group and the control group,the reference scholar li sweet intervention scheme of self-control,practice intervention for junior middle school students,and counseling activities before and after the test data of the control group 10 people and intervention group 10 people before and after comparison and analysis.The results showed that after group counseling,the self-control level of the intervention group was significantly higher than that of the control group,and the dependence on mobile phones was weaker than that of the control group.The control group showed no significant difference in self-control and mobile phone dependence before and after group counseling activities.It shows that the group counseling in this study has certain effects,which can improve the self-control level of junior high school students and reduce their dependence on mobile phones.The results of this study can provide some reference value for teachers and parents,and provide an empirical basis for promoting the improvement of academic performance and related educational issues of primary school students by cultivating their self-control ability and academic delay gratification ability in practical educational activities. |
