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The article presents the results of an empirical study of the features of the formation of social identity of primary school children aged 8-10 years under the influence of computer gaming activities. The influence of the factors “gender”, “time CG”, “genre CG” on the construction of positive and negative social identity of students is considered.
Keywords: social identity, primary school children, computer games, positive identity, negative identity.
The modern world is faced with challenges that require the individual to Mature and flexible social adaptation processes. The values, norms, and learned social roles that underlie the Self-concept have a significant impact on the formation of an individual’s identity in General and his or her civic position in particular. The founder of the theory of identity e.Erickson noted that the child has many opportunities to experiment with self-identification, but sometimes the child for some reason chooses “undesirable self-identification” [7, p. 63].
Modern researchers (L. V. Kalinina, A.V. Averchenko, D. p. Sidorenko, M. Yu. Kuzmin) claim that in primary school age there are neoplasms (the desire for active social interaction, arbitrariness and emotional-volitional self-regulation based on learned norms, rules and patterns of behavior, etc.) that contribute to the active formation of a child’s social identity [3; 4; 6].
According to V. G. Pakhomova, A. A. Bagdasaryan and M. E. Sargsian, researchers note changes in the Self-concept, a decrease in the ability to emotional regulation, and an increase in aggressive and asocial tendencies in children’s behavior [1; 5].
To study the impact of computer games on the formation of social identity of younger students, we conducted a study on the basis of two institutions of General secondary education in Minsk. The sample consists of 321 students in grades 3-4 (166 girls, 155 boys). Research methodology-questionnaire ” Who am I?» (modification of the test By M. Kuhn and T. Mcpartland) .
The results of the study showed that 90% of students aged 8-10 years play computer games every day. Boys spend more time playing computer games than girls. Boys prefer games with aggressive content (97% of boys), girls play both aggressive (58%) and developmental (42%) games. Boys include more social roles in the “I – virtual” construct than girls (26 – boys and 20 – girls). Children who do not play computer games choose on average only about 13 social identities. Among the positive social roles in the “I-real” construct, younger students most often choose family “son (daughter)”, “brother (sister)”, as well as group and collective roles – “student (student)”, “friend (girlfriend)”, “classmate (classmate)”. Every second student identifies with the role of “person” and every third-with the role of “child”.
Out of negative virtual identities, every fourth child chose the social roles of “sniper” and”Superboy”. From 7 to 15% of the surveyed students answered the question ” Who am I in the virtual world?» (construct “I-virtual-real”) chose the roles of “killer”, “destroyer”, “bandit”, “criminal”.
A multivariate analysis of the results of the study showed that the formation of social identity of primary school children is influenced by the factors “gender”, “time of CI” and”genre of CI”. When constructing the regression model, we found that changes in the structure of positive social identity of primary school children in 7% of cases, and in the structure of negative social identity in 20% of cases can be explained by the influence of computer gaming activities.
Conclusion. Computer games influence the formation of social identity of primary school children aged 8-10 years, and this influence has gender characteristics, as well as depends on the duration of gaming activities and the genre of computer games preferred by students.
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