期刊目次

加入编委

期刊订阅

添加您的邮件地址以接收即将发行期刊数据:

Open Access Article

Advances in International Psychology. 2022; 4: (2) ; 11-17 ; DOI: 10.12208/j.aip.20220014.

The effect of social media addiction on academic performance of college students: Based on the SSO model
社交媒体成瘾对大学生学业表现的影响:基于SSO模型

作者: 赵磊 *

安徽大学文典学院 安徽合肥

*通讯作者: 赵磊,单位:安徽大学文典学院 安徽合肥;

发布时间: 2022-12-30 总浏览量: 38

摘要

以“压力源-心理反应-行为结果”(SSO)模型为理论框架,探究社交媒体成瘾对大学生学业表现的影响路径。采用社交成瘾测量量表、认知分散测量量表、技术应激测量量表和学业表现测量量表,对大学生被试进行测量,获得有效问卷523份。分析结果显示:认知分散在社交媒体成瘾与大学生学业表现之间的中介效应显著;技术应激在社交媒体成瘾与大学生学业表现之间的中介效应显著。研究证实了社交媒体成瘾能够通过认知分散和技术应激的中介作用对大学生的学业表现产生负向影响,能够丰富该领域的研究文献。

关键词: 社交媒体成瘾;认识分散;技术应激;学业表现

Abstract

To explore the mediating effects of cognitive distraction and technostress on the relationship between social media addiction and academic performance of college students using the "stressor-strain-outcome" model as the theoretical framework. The Social Addiction Scale, Cognitive Distraction Scale, Technostress Scale and Academic Performance Scale were used to measure college students, and 523 valid questionnaires were obtained. The results show that cognitive distraction has a significant mediating effect between social media addiction and college students' academic performance; Technostress has a significant mediating effect between social media addiction and college students' academic performance. The research has confirmed that social media addiction can negatively affect college students' academic performance through the mediating effects of cognitive distraction and technostress, which can enrich the research literature in this field.

Key words: Social media addiction; Cognitive distraction; Technostress; Academic performance

参考文献 References

[1] Wartberg, L., Kriston, L., & Thomasius, R. Internet gaming disorder and problematic social media use in a representative sample of German adolescents: Prevalence estimates, comorbid depressive symptoms and related psychosocial aspects[J]. Computers in Human Behavior, 2020, 103: 31-36.

[2] Tang, J. H., Chen, M. C., Yang, C. Y., Chung, T. Y., & Lee, Y. A. Personality traits, interpersonal relationships, online social support, and Facebook addiction[J]. Telematics and Informatics, 2016, 33(1): 102-108.

[3] 史一楠, 张宁, 袁勤俭. 国外社交媒体成瘾研究:测量工具、理论模型与行为影响[J]. 现代情报, 2020, 40(08): 166-177.

[4] Busalim, A. H., Masrom, M., & Zakaria, W. N. B. W. The impact of Facebook addiction and self-esteem on students’ academic performance: a multi-group analysis[J]. Computers & Education, 2019, 142: 103651.

[5] Zhao, L. Social Media Addiction and Its Impact on College Students’ Academic Performance: The Mediating Role of Stress[J]. Asia-Pacific Education Researcher, 2021, (11): 1-11.

[6] María M Martín-Perpiá, Poch F V, Cerrato S M. Media multitasking impact in homework, executive function and academic performance in Spanish adolescents[J]. Psicothema, 2019, 31(1): 81-87.

[7] Brailovskaia, J., Schillack, H., & Margraf, J. Facebook addiction disorder in Germany[J]. Cyberpsychology, Behavior, and Social Networking, 2018, 21(7): 450-456.

[8] McDaniel, B. ‘Technoference’: Everyday intrusions and interruptions of technology in couple and family relationships[M]. New York: Peter Lang Publishing, 2015.

[9] Brod C. Technostress:The human cost of the computer revolution[M]. Redding: Addison Wesley Company, 1984.

[10] Abdo, A. Problematic social media use and associated consequences on academic performance decrement during Covid-19[J]. Addictive Behaviors, 2022, 132: 107370.

[11] Lau W W F . Effects of social media usage and social media multitasking on the academic performance of university students[J]. Computers in Human Behavior, 2017, 68(3):286-291.

[12] Sweller, J. Cognitive load theory, learning difficulty, and instructional design[J]. Learning and instruction, 1994, 4(4), 295-312.

[13] Mayer, R. E.,&Moreno, R. Nine ways to reduce cognitive load in multimedia learning[J]. Educational psychologist, 2003, 38(1), 43-52.

[14] Tams S, Thatcher J B, Grover V. Concentration, Competence, Confidence, and Capture: An Experimental Study of Age, Interruption-based Technostress, and Task Performance[J]. Journal of the Association for Information Systems, 2018, 19: 857-908.

[15] Koeske G F , Koeske R D . A Preliminary Test of a Stress-Strain-Outcome Model for Reconceptualizing the Burnout Phenomenon[J]. Journal of Social Service Research, 1993, 17(3-4):107-135.

[16] Masood A , Luqman A , Yang F , et al. Adverse consequences of excessive social networking site use on academic performance: Explaining underlying mechanism from stress perspective[J]. Computers in Human Behavior, 2020:106476.

[17] Shi C , Yu L , Wang N , et al. Effects of social media overload on academic performance: a stressor–strain–outcome perspective[J]. Asian Journal of Communication, 2020, 30(2):1-19.

[18] Andreassen, C. S., Torsheim, T., Brunborg, G. S., & Pallesen, S. Development of a facebook addiction scale. Psychological Reports, 2012, 110(2): 501–517.

[19] Agarwal, R., & Karahanna, E. Time flies when you’re having fun: Cognitive absorption and beliefs about information technology usage[J]. MIS Quarterly, 2000, 24(4): 665-694.

[20] Ragu-Nathan, T., Tarafdar, M., Ragu-Nathan, B. S.,&Tu, Q. The consequences of technostress for end users in organizations: Conceptual development and empirical validation[J]. Information Systems Research, 2008, 19(4): 417-433.

[21] Nayak, J. K. Relationship among smartphone usage, addiction, academic performance and the moderating role of gender: A study of higher education students in India[J]. Computers and Education, 2018, 123(5): 164-173.

[22] 周浩, 龙立荣. 共同方法偏差的统计检验与控制方法[J]. 心理科学进展, 2004, 12(6):942-942.

[23] Fornell, C., and I,arcker, D.F. Evaluating Structural Equation Models with Unobservable Variables and Measurement Error[J]. Journal of Marketing Research , 1981,18(2): 39-50.

[24] Hair, J. F. J., Hult, G. T. M., Ringle, C., & Sarstedt, M. A primer on partial least squares structural equation modeling (PLS-SEM)[M]. California: Sage Publication, 2016.

[25] Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. When to use and how to report the results of pls-sem[J]. European business review, 2019, 31(1): 2-24.

[26] Hayes, Andrew F . Beyond Baron and Kenny: Statistical Mediation Analysis in the New Millennium[J]. Communication Monographs, 2009, 76(4):408-420.

[27] Hormes, J. M., Kearns, B., & Timko, C. A. Craving Facebook? Behavioral addiction to online social networking and its association with emotion regulation deficits[J]. Addiction, 2014, 109(12): 2079–2088.

[28] Zhao, L. The impact of social media use types and social media addiction on subjective well-being of college students: A comparative analysis of addicted and non-addicted students[J]. Computers in Human Behavior Reports, 2021, 4: 100122.

[29] Sweller, J. Cognitive load during problem solving: Effects on learning[J]. Cognitive Science, 1988, 12(2): 257-285.

引用本文

赵磊, 社交媒体成瘾对大学生学业表现的影响:基于SSO模型[J]. 国际心理学进展, 2022; 4: (2) : 11-17.