摘要
大学生是使用网络最高的学生群体,其中短视频APP也成为当代学生进行娱乐和获取知识的一种特殊手段。但短视频作为新兴网络传播方式,其对大学生学习主观幸福感的影响尚不清楚。本文采用短视频使用问卷、大学生学习主观幸福感问卷、学习倦怠问卷和学习动机问卷,对236名大学生进行测查,并运用结构方程模型探讨短视频使用对大学生学习主观幸福感的影响及其机制。结果表明:(1) 短视频过度使用会降低大学生学习主观幸福感;(2) 学习动机在短视频过度使用和大学生学习主观幸福感之间起中介作用;(3) 学习倦怠在短视频过度使用和大学生学习主观幸福感之间起中介作用;(4) 学习动机、学习倦怠在短视频过度使用和大学生学习主观幸福感之间起链式中介作用。本研究结果揭示了过度观看短视频对大学生学习主观幸福感的影响及其作用机制,为合理使用短视频以及如何提升学习主观幸福感提供了理论依据和有效指导。
College students are the highest group of students who use the Internet, and short video APP has also become a special means for contemporary students to entertain and acquire knowledge. However, as a new way of network communication, the impact of short video on college students’ subjec-tive well-being in learning is still unclear. In this paper, 236 college students were tested with the short video use questionnaire, the college students’ subjective well-being of learning questionnaire, the learning burnout questionnaire and the learning motivation questionnaire, and the structural equation model was used to explore the impact of short video use on college students’ subjective well-being of learning and its mechanism. The results show that: (1) Overuse of short videos will reduce college students’ subjective well-being in learning;(2) Learning motivation plays an intermediary role between short video overuse and college students’ subjective well-being in learning;(3) Learning burnout plays an intermediary role between short video overuse and college students’ subjective well-being in learning;(4) Learning motivation and learning burnout play a chain mediating role between short video overuse and college students’ subjective well-being of learning. The results of this study reveal the impact of over-watching short videos on college students’ subjective well-being in learning and its mechanism, and provide theoretical basis and effective guidance for the rational use of short videos and how to improve their subjective well-being in learning.
出处
《教育进展》
2023年第3期1370-1376,共7页
Advances in Education
