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社交媒体上升对中国青少年学习参与的影响:一个调节的多重调解模型
Xinjie Qi1,2, Yi Jiang3, Rong Lian4
1Faculty of Psychology, Fujian Normal University, Fuzhou, China. qixinjie@hotmail.com.
BMC psychology
|March 4, 2024
概括
社交媒体上升的比较影响了青少年的学习参与. 增长思维模式可以缓解这种情况,但情绪根据比较类型起到不同的作用.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 媒体心理学 媒体心理学
背景情况:
- 青少年普遍使用社交媒体.
- 社交媒体上的上升社会比较可能会影响学习.
- 了解这些机制对于教育干预至关重要.
研究的目的:
- 调查社交媒体的机制与青少年学习参与度的向上比较.
- 检查边界条件,包括代理意识和成长思维方式.
- 基于趋势的与即时比较的不同影响.
主要方法:
- 研究1:关于社交媒体的问卷调查 (N=609) 比较上升趋势和学习参与度.
- 研究2:实验性操纵即时社交媒体,使用短视频进行向上比较.
- 包括调解和适度在内的统计分析.
主要成果:
- 研究1:代理感受介导,增长思维方式调节,社交媒体对上升比较趋势的影响. 积极负面的情绪没有调解.
- 研究2:正面和负面情绪完全介导即时社交媒体上升对学习参与的影响. 代理和增长思维没有发挥重要作用.
结论:
- 青少年的学习参与受到社交媒体上升的影响.
- 心理因素 (代理,情绪,思维方式) 的作用根据比较类型 (倾向与即时) 不同.
- 调查结果为教育工作者提供了洞察力,以指导青少年有效使用社交媒体.
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