Amin Bagheri Kerachi; Mohammad Mehdi Razmjoo
Abstract
Purpose: The purpose of this study was to compare self-regulation among students interested in computer games based on the style of play, the place of play, the history of the game, and the hours of playing the day.Methodology: The method of this descriptive - comparative type. The statistical population ...
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Purpose: The purpose of this study was to compare self-regulation among students interested in computer games based on the style of play, the place of play, the history of the game, and the hours of playing the day.Methodology: The method of this descriptive - comparative type. The statistical population of this research was elementary school students in Baharestan2, a sample of 372 of them selected through multi-stage cluster sampling. Bouffard questionnaire (1995) was used to measure self-regulation. Findings: There was a significant difference between students self-regulatory based on computer game styles, computer games history and hours of computer games usage per day(P< .05), But there was no significant difference between self-regulatory learning of students according to the location of the computer game(P< .14). Data analysis was performed using Kruskal-Wallis statistical test.Conclusion: According to the results of the research, schools should take action to identify non-destructive computer games that can help students to improve their self-regulation skills. Provide it to parents and students in the form of educational packages. Students should be justified on the amount of computer gaming hours per day.
