从分散注意力到成? 了解学术cyberslacking作为医学学生之间的行为依赖
Jinyu Zhou1,2, Lifu Jin1, Yamin Hu1
1School of Management, Jiangsu University, Zhenjiang, Jiangsu, China.
Frontiers in psychology
|January 23, 2026
概括
医学学生的学术cyberslacking是一个阶段性适应,不仅仅是一个分心. 了解其触发因素和维持因素对于开发有效的教育干预措施和在数字学习环境中促进学生福祉至关重要.
科学领域:
- 医学教育 医学教育
- 数字健康数字健康
- 行为科学 行为科学
背景情况:
- 医学学生之间的学术cyberslacking是一个复杂的行为适应.
- 它受到个人,技术和机构因素的影响.
- 这项研究研究了它的触发因素,维持机制,以及医学教育中的长期影响.
研究的目的:
- 探索医学学生学术cyberslacking的触发因素,维持机制和长期影响.
- 了解数字分心如何在医学教育期间演变为根深蒂固的模式.
主要方法:
- 施特劳斯的基础理论被采用.
- 对来自中国两所大学的35名医学学生进行了深入采访.
- 一个结构化的方法分析了学术cyberslacking行为分阶段的进展.
主要成果:
- 确定了学术cyberslacking的三个阶段模型:触发,维持和影响.
- 触发阶段涉及自主性缺陷,心理应对和同龄人的影响.
- 持续阶段的特点是算法强化,设备依赖和认知过载,导致脱离困难.
- 冲击阶段导致动机下降,认知碎片化和适应性数字集成.
结论:
- 学术cyberslacking是一个多方面的适应过程,具有结构化的进展.
- 调查结果为医学教育战略,政策改革和福祉干预提供了信息.
- 机构应对措施应整合数字素养,认知负载管理和技术意识的课程设计,以减轻数字化学习环境中的风险.
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