| 方增泉,肖可心,元英,祁雪晶,张思康.大学生网络信息焦虑的影响机制研究[J].情报工程,2024,10(6):071-081 |
| 大学生网络信息焦虑的影响机制研究 |
| Research on the Influence Mechanism of College Students’ Network Information Anxiety |
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| DOI：10.3772/j.issn.2095-915X.2024.06.007 |
| 中文关键词: 信息焦虑；网络素养；大学生；认知行为理论 |
| 英文关键词: Information Anxiety; Network Literacy; College Student; Cognition and Behavior Theory |
| 基金项目: |
| 作者 | 单位 | | 方增泉 | 北京师范大学新闻传播学院 北京 100875 | | 肖可心 | 北京师范大学新闻传播学院 北京 100875 | | 元英 | 北京师范大学新闻传播学院 北京 100875 | | 祁雪晶 | 北京师范大学新闻传播学院 北京 100875 | | 张思康 | 北京师范大学新闻传播学院 北京 100875 |
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| 摘要点击次数: 37 |
| 全文下载次数: 85 |
| 中文摘要: |
| [目的/意义]网络信息焦虑会对大学生的健康成长产生诸多负面影响，因此，根据文献将网络素养划分为六大维度，明确了网络素养不同维度与信息焦虑的关系及上网时长的中介作用，并提出了缓解我国大学生网络信息焦虑的对策建议，从而更好地促进大学生健康成长。[方法/过程]采取问卷调查法，以全国东中西部62所大学的在校生为研究对象，将上网时长作为中介变量，研究大学生网络素养六大维度与信息焦虑之间的具体影响关系。[结果/结论]研究发现，我国大学生普遍存在中高程度的信息焦虑问题，其中信息安全焦虑尤为严重。在网络素养的六大维度中，网络信息搜索与利用能力、网络信息分析与评价能力、网络印象管理能力、网络安全与隐私保护能力对大学生信息焦虑具有显著的正向影响。上网注意力管理能力、网络价值认知与行为能力对大学生信息焦虑具有显著的负向影响。上网时长在上述的影响路径中均起到部分中介作用。 |
| 英文摘要: |
| [Objective/Significance] Information anxiety can have many negative impacts on the healthy growth of college students, in view of this, this paper, based on the literature on the six dimensions of network literacy, clarifies the relationship between different dimensions of network literacy and information anxiety and the mediating role of the online time, and proposes countermeasures and suggestions to alleviate the information anxiety of college students in China, so as to better promote the healthy growth of college students. [Methods/Processes] This paper adopts the questionnaire survey method to study the specific influence relationship between the six dimensions of college students’ network literacy and information anxiety by using the online time as the mediating variable with students enrolled in 62 colleges and universities in the eastern, middle and western regions of China as the research object. [Results/Conclusions] It was found that Chinese college students generally have medium to high levels of information anxiety, with information security anxiety being particularly serious. Among the six dimensions of network literacy, the ability to search for and utilize online information, the ability to analyze and evaluate online information, the ability to manage online impressions, and the ability to protect online security and privacy had a significant positive effect on the level of college students’ information anxiety, whereas the ability to manage online attention and the ability to perceive and act on online values had a significant negative effect on the level of college students’ information anxiety. Online time partially mediates each of these pathways of influence. |
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