Meryem Yilmaz Soylu in her article Exploring Self-regulation of More or Less Expert College-Age Video Game Players: In A Sequential Explanatory Design, PMVGS (Playing my video game scale) is compiled according to Winne's self-regulation learning (Self-regulation learning) related theoretical model. The self-regulated learning characteristics of professional, medium and non-professional video game players were examined. Through cluster analysis, EFA and qualitative analysis, this study found that PMVGS scale can well distinguish the characteristics of self-regulated learning of players at different levels, that is, professional players have the highest self-regulated learning ability, followed by medium players and non-professional players have the highest self-regulated learning ability. So the ability to self-regulate learning may be an important trait for professional gamers in the gaming field. Conversely, the results of this study suggest that this trait can be used to classify or select players. The concept of self-regulated learning was originally proposed by American psychologist Bandura in the 1970s. Zimmerman (1989) integrated the concept of self-regulated learning, which refers to the process in which learners actively participate in their own learning activities from metacognitive, motivational and behavioral aspects to some extent. Nearly 30 years. Educational psychology researchers have conducted in-depth research and discussion on self-regulated learning from different perspectives and based on different theories, gradually making it become an important focus of recent educational psychology research. Meanwhile, the focus of research has been focused on cognition since the early days (Flavell, J. H., 1976, 1981; Gagrie , R . M, 1985; Weinstein, C. E., & Mager, R. E., 1986) shifted to emphasizing the interrelationship among learners' motivation, metacognition, planning control and other factors (Boekaerts, 1997; Pintrich . P. R., 1995; Corno, D. R. Paris, S. G., 1988, 1999). In the latest theories, self-regulated learning refers to the ability and process of learners' learning styles and self-regulated learning which are achieved by setting learning objectives, selecting learning strategies and evaluating learning progress in the process of learning. do gender and proficiency level matter). Later, the concept gradually expanded beyond education to medical care, games and other fields. Self-regulated learning provides the notion of a significant non-intellectual factor that predicts expertise. Due to the importance of this concept and the fact that cognitive ability is insufficient to predict the performance of game players, we plan to adapt this scale to Chinese, and try to test the differentiation of this scale to the level of Chinese college students' game players, as well as the role of game self-regulation in the influence of emotional intelligence on depression.