# The Influence of Smartphone Games on Students' Self-Concept
## 2 Literature Review
### Children's Self-Concept  
The subject of this study are children in the third and fourth grades at elementary school. Therefore, this article focuses on the views of various scholars on the self-concept of this age group, in order to understand the characteristics and developmental focus of the self-concept of elementary school children.  
Children aged six to twelve years are in the \"incubation period\" of sexual psychological development. Boys and girls are separated into single-sex groups. At school, children learn to improve their problem-solving skills and internalize social values [18]. At this stage, children begin to earnestly learn basic knowledge and skills and face the demands of society, and will compare and compete with others from time to time to establish self-efficacy. Successful learning experiences, the support and encouragement of teachers and parents, and sincere acceptance can promote children's sense of diligence; otherwise, they develop an inferiority complex and construct a negative self-concept [19]. For example, students who are interested in reading will devote more time to reading because of their interest, and because they devote more time, they will form the belief that they are better than others at reading, and students who have this belief are more likely to perform better in reading than those who lack self-confidence or do not have such beliefs [20]. [PERSON] believes that painting can help children let go of their defensive attitudes, while also improving an individual self-concept. [21]. Self-concept is not inborn, but a result of socialization. It is generated after individuals interact with others and the environment, and can be changed and learned [22].  
[PERSON] pointed out that the development of children's self-concept changes over time; it can be divided into the following six points [23]:  
1. From simplicity to differentiation: children form a holistic concept and gradually make showcase subtle differences as they grow up, taking into account contextual factors.
2. From inconsistency to consistency: younger children are more likely to change their self-evaluation; older children know their stability.
3. From concrete to abstract: children start focusing on the external level visible to the naked eye, and gradually develop to focus on the inner level invisible to the naked eye.
4. From absolute to relative: children tend to focus on themselves and do not refer to others. As they grow older, they gradually begin to compare themselves with others and understand themselves through comparison.
5. From optimism to reality: younger children portray themselves more glamorously, and as they grow older, they also mention their own strengths and weaknesses, and their viewpoints will be more balanced.
6. From public self to private self: children have never been able to distinguish between public behavior and private behavior, to distinguish between the two, and believe that the private self is the individual's true self.  
The development of self-concept can have an impact on many aspects, such as diet, in daily life. [PERSON] and [PERSON] found, in a study of the relationship between food neophobia and self-concept, that children with poor self-concept have a lower acceptance of new foods. This may lead to picky eaters, which in turn affects physical development [24]. A study by [PERSON] et al. also mentioned that teachers should know more about a child's personality in order to give corresponding challenges and the possibility of success, and to cultivate and maintain a positive self-concept [25].  
Based on the above points, the self-concept of elementary school children is a concept of continuous development, affected by the increase in age and experience, and gradually producing its own characteristics and development focus. In this stage, continuing to give positive feedback and experience will help children construct a positive self-concept.