本校學位論文庫
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冯捷
楊韶剛
大健康學院
應用心理學碩士學位課程
碩士
2021
短視頻使用與大學生社交焦慮的關係研究：社會比較和自我聚焦的鏈式中介作用
The Relationship between Short-Videos Use and Social Anxiety of College Students: A Chain Mediating Model of Social Comparison and Self-focused Attention
短視頻使用 ; 社交焦慮 ; 社會比較 ; 自我聚焦 ; 大學生
Short-video use ; Social anxiety ; Social comparison ; Self-focused attention
公開日期：2/6/2025
短視頻作為一種新興的社交平臺，由於滿足用戶的個性化表達和分享需求，通過帶有背景音樂的短視頻增強用戶的社交能力，受到了大學生的青睞，短視頻用戶數量也在猛增。但人們對短視頻過度沉迷，無疑會產生一定危害。大學生的社交焦慮問題已經引起了社會密切的關注。有研究證明短視頻使用與消極情緒之間存在密切聯系。因此，關注短視頻使用對社交焦慮的影響，對改善大學生不良情緒與心態有一定啟示。
本研究意圖在驗證以往研究結論的基礎上進一步探討短視頻使用、社會比較、自我聚焦與社交焦慮的關系，旨在豐富相關的理論研究。研究以問卷調查法為主，梁曉燕等人（2020）修訂的《短視頻使用量表》、彭純子（2004）修訂的《交往焦慮量表》、連帥磊修訂的《社會比較量表》以及中文版《自我意識量表》。以516名廣東高校大學生為研究對象。采用WPS Excel進行數據錄入及整理，使用SPSS26.0軟件、Amos 26.0軟件和結構方程模型進行數據分析。
結果發現：（1）大學生短視頻使用在生源地和婚姻狀況上存在顯著差異；社交焦慮在獨生子、生源地、婚姻狀況上存顯著差異；社會比較在生源地、婚姻狀況上存在顯著差異；自我聚焦在生源地、婚姻狀況上存在顯著差異；（2）短視頻使用與社交焦慮、社會比較和自我聚焦均存在相關關系；（3）自我聚焦在短視頻和社交焦慮之間起中介作用；（4）社會比較和自我聚焦在短視頻使用和社交焦慮之間起鏈式中介作用。
本研究得出結論認為，短視頻使用會顯著影響大學生社交焦慮水平。具體而言，短視頻使用頻率越高，個體的社交焦慮水平也會顯著上升。並且，短視頻使用會通過上行社會比較和自我聚焦間接增加個體的社交焦慮程度。此研究對大學生心理健康教育具有借鑒意義。
本研究意圖在驗證以往研究結論的基礎上進一步探討短視頻使用、社會比較、自我聚焦與社交焦慮的關系，旨在豐富相關的理論研究。研究以問卷調查法為主，梁曉燕等人（2020）修訂的《短視頻使用量表》、彭純子（2004）修訂的《交往焦慮量表》、連帥磊修訂的《社會比較量表》以及中文版《自我意識量表》。以516名廣東高校大學生為研究對象。采用WPS Excel進行數據錄入及整理，使用SPSS26.0軟件、Amos 26.0軟件和結構方程模型進行數據分析。
結果發現：（1）大學生短視頻使用在生源地和婚姻狀況上存在顯著差異；社交焦慮在獨生子、生源地、婚姻狀況上存顯著差異；社會比較在生源地、婚姻狀況上存在顯著差異；自我聚焦在生源地、婚姻狀況上存在顯著差異；（2）短視頻使用與社交焦慮、社會比較和自我聚焦均存在相關關系；（3）自我聚焦在短視頻和社交焦慮之間起中介作用；（4）社會比較和自我聚焦在短視頻使用和社交焦慮之間起鏈式中介作用。
本研究得出結論認為，短視頻使用會顯著影響大學生社交焦慮水平。具體而言，短視頻使用頻率越高，個體的社交焦慮水平也會顯著上升。並且，短視頻使用會通過上行社會比較和自我聚焦間接增加個體的社交焦慮程度。此研究對大學生心理健康教育具有借鑒意義。
Short-video, as an emerging social platform, is favored by college students because it meets users' needs for personalized expression and sharing and enhances users' social ability through short videos with background music. The number of short-videos users is also soaring. But there is no doubt that people's addiction to short-videos will do some harm. The social anxiety of college students has attracted close attention. Studies have shown a strong link between short-videos use and negative emotions. Therefore, to pay attention to the influence of short-videos usage on social anxiety can provide some enlightenment to improve college students' bad mood and mentality.
The purpose of this study is to further explore the relationship between short-videos use, social comparison, self-focused attention and social anxiety based on the verification of previous research conclusions, so as to enrich relevant theoretical research. The research was mainly conducted by questionnaire survey. The Short-Videos Usage Scale revised by Liang Xiaoyan et al. (2020), The Communication Anxiety Scale revised by Peng Chunzi (2004), the Social Comparison Scale revised by Lian Shuailei and the Chinese version of the Self-Awareness Scale. A total of 516 college students in Guangdong province were selected as the research subjects. WPS Excel was used for data entry and sorting, and SPSS26.0, Amos 26.0 and structural equation model were used for data analysis.
The results show that :(1) there are significant differences in the origin and marital status of short-videos usage among college students; There are significant differences in social anxiety in only child, place of birth and marital status. There are significant differences in origin and marital status in social comparison. There are significant differences in self-focused attention in place of origin and marital status. (2) Short-videos use is correlated with social anxiety, social comparison and self-focused attention; (3) Self-focused attention played a mediating role between short-videos use and social anxiety; (4) Social comparison and self-focused attention played a chain mediating role between short-videos use and social anxiety.
The study concluded that short-videos use can significantly affect the level of social anxiety of college students. The higher the frequency of short-videos use, the higher the level of social anxiety. Furthermore, short-videos use can indirectly increase individuals' social anxiety through upward social comparison and self-focued attention. This study enriches the research of mental health education for college students.
The purpose of this study is to further explore the relationship between short-videos use, social comparison, self-focused attention and social anxiety based on the verification of previous research conclusions, so as to enrich relevant theoretical research. The research was mainly conducted by questionnaire survey. The Short-Videos Usage Scale revised by Liang Xiaoyan et al. (2020), The Communication Anxiety Scale revised by Peng Chunzi (2004), the Social Comparison Scale revised by Lian Shuailei and the Chinese version of the Self-Awareness Scale. A total of 516 college students in Guangdong province were selected as the research subjects. WPS Excel was used for data entry and sorting, and SPSS26.0, Amos 26.0 and structural equation model were used for data analysis.
The results show that :(1) there are significant differences in the origin and marital status of short-videos usage among college students; There are significant differences in social anxiety in only child, place of birth and marital status. There are significant differences in origin and marital status in social comparison. There are significant differences in self-focused attention in place of origin and marital status. (2) Short-videos use is correlated with social anxiety, social comparison and self-focused attention; (3) Self-focused attention played a mediating role between short-videos use and social anxiety; (4) Social comparison and self-focused attention played a chain mediating role between short-videos use and social anxiety.
The study concluded that short-videos use can significantly affect the level of social anxiety of college students. The higher the frequency of short-videos use, the higher the level of social anxiety. Furthermore, short-videos use can indirectly increase individuals' social anxiety through upward social comparison and self-focued attention. This study enriches the research of mental health education for college students.
2022
中文
65
致 謝 I
摘 要 II
Abstract IV
圖目錄 VIII
表目錄 IX
第一章 引言 1
1.1 研究背景 1
1.2 研究目的 2
1.3 研究意義 3
1.3.1 理論意義 3
1.3.2 現實意義 4
第二章 文獻綜述 5
2.1 社交焦慮 5
2.1.1 社交焦慮的概念解析 5
2.1.2 社交焦慮的成因 6
2.1.3 社交焦慮的測量 8
2.2 社會比較 9
2.2.1 社會比較的界定 9
2.2.2 社會比較的測量 10
2.2.3 社會比較的相關研究 11
2.3 自我聚焦 12
2.3.1 自我聚焦的概念 12
2.3.2 自我聚焦的測量 13
2.3.3 自我聚焦的相關研究 14
2.4 短視頻使用 16
2.5 短視頻使用、社交焦慮、社會比較、自我聚焦的相關研究 17
2.5.1 短視頻使用與社交焦慮 17
2.5.2 短視頻使用與社會比較 18
2.5.3 短視頻使用與自我聚焦 20
2.5.4 社會比較、自我聚焦與社交焦慮 20
第三章 實驗設計 25
3.1 研究思路 25
3.2 研究假設 27
3.3 研究對象 27
3.4 研究工具 28
3.5 施測程序 30
3.6 數據分析方法 31
第四章 研究結果 32
4.1 共同方法偏差檢驗 32
4.2 大學生短視頻使用情況分析 32
4.3 各變量在人口統計學變量上的差異檢驗分析 33
4.3.1 各變量在不同性別間的差異分析 33
4.3.2 各變量在不同生源地間的差異分析 34
4.3.3 各變量在是否獨生間的差異分析 35
4.3.4 各變量在不同婚姻狀況間的差異分析 36
4.4 短視頻使用、社交焦慮、社會比較與自我聚焦的相關分析 37
4.5 社會比較、自我聚焦在短視頻使用與社交焦慮的鏈式中介作用分析 37
4.5.1 結構方程擬合指數及路徑檢驗 38
4.5.2 中介效應檢驗 39
第五章 討論 41
5.1 短視頻使用、社交焦慮、社會比較、自我聚焦的特征 41
5.1.1 大學生短視頻使用的特征 41
5.1.2 大學生社交焦慮的特征 42
5.1.3 大學生社會比較的特征 42
5.1.4 大學生自我聚焦的特征 43
5.2 短視頻使用、社交焦慮、社會比較、自我聚焦的關系 43
5.3 大學生社會比較、自我聚焦的中介作用 46
第六章 研究結論、對策和未來展望 49
6.1 結論 49
6.2 不足與展望 49
6.3 教育建議 50
參考文獻 52
作者簡歷 61
附 錄 62
圖1-1 社會比較、自我聚焦在短視頻使用與社交焦慮之間的鏈式中介 3
圖3-1 研究思路圖 26
圖4-2 標准化系數的結構方程模型 39
表3-1 被試基本情況表 28
表3-2 短視頻使用問卷的α系數 29
表3-3 交往焦慮量表的α系數 29
表3-4 社會比較量表的α系數 30
表3-5 自我意識量表的α系數 30
表4-1 被試樣本短視頻使用情況 32
表4-2 各變量在不同性別間的差異檢驗 33
表4-3 各變量在不同生源地間的差異檢驗 34
表4-4 各變量在是否獨生間的差異檢驗 35
表4-5 各變量在不同婚姻狀況間的差異檢驗 36
表4-6 各變量相關關系(N=516) 37
表4-7 結構方程標准化路徑系數及檢驗 39
表4-8 中介效應值及路徑檢驗 40
摘 要 II
Abstract IV
圖目錄 VIII
表目錄 IX
第一章 引言 1
1.1 研究背景 1
1.2 研究目的 2
1.3 研究意義 3
1.3.1 理論意義 3
1.3.2 現實意義 4
第二章 文獻綜述 5
2.1 社交焦慮 5
2.1.1 社交焦慮的概念解析 5
2.1.2 社交焦慮的成因 6
2.1.3 社交焦慮的測量 8
2.2 社會比較 9
2.2.1 社會比較的界定 9
2.2.2 社會比較的測量 10
2.2.3 社會比較的相關研究 11
2.3 自我聚焦 12
2.3.1 自我聚焦的概念 12
2.3.2 自我聚焦的測量 13
2.3.3 自我聚焦的相關研究 14
2.4 短視頻使用 16
2.5 短視頻使用、社交焦慮、社會比較、自我聚焦的相關研究 17
2.5.1 短視頻使用與社交焦慮 17
2.5.2 短視頻使用與社會比較 18
2.5.3 短視頻使用與自我聚焦 20
2.5.4 社會比較、自我聚焦與社交焦慮 20
第三章 實驗設計 25
3.1 研究思路 25
3.2 研究假設 27
3.3 研究對象 27
3.4 研究工具 28
3.5 施測程序 30
3.6 數據分析方法 31
第四章 研究結果 32
4.1 共同方法偏差檢驗 32
4.2 大學生短視頻使用情況分析 32
4.3 各變量在人口統計學變量上的差異檢驗分析 33
4.3.1 各變量在不同性別間的差異分析 33
4.3.2 各變量在不同生源地間的差異分析 34
4.3.3 各變量在是否獨生間的差異分析 35
4.3.4 各變量在不同婚姻狀況間的差異分析 36
4.4 短視頻使用、社交焦慮、社會比較與自我聚焦的相關分析 37
4.5 社會比較、自我聚焦在短視頻使用與社交焦慮的鏈式中介作用分析 37
4.5.1 結構方程擬合指數及路徑檢驗 38
4.5.2 中介效應檢驗 39
第五章 討論 41
5.1 短視頻使用、社交焦慮、社會比較、自我聚焦的特征 41
5.1.1 大學生短視頻使用的特征 41
5.1.2 大學生社交焦慮的特征 42
5.1.3 大學生社會比較的特征 42
5.1.4 大學生自我聚焦的特征 43
5.2 短視頻使用、社交焦慮、社會比較、自我聚焦的關系 43
5.3 大學生社會比較、自我聚焦的中介作用 46
第六章 研究結論、對策和未來展望 49
6.1 結論 49
6.2 不足與展望 49
6.3 教育建議 50
參考文獻 52
作者簡歷 61
附 錄 62
圖1-1 社會比較、自我聚焦在短視頻使用與社交焦慮之間的鏈式中介 3
圖3-1 研究思路圖 26
圖4-2 標准化系數的結構方程模型 39
表3-1 被試基本情況表 28
表3-2 短視頻使用問卷的α系數 29
表3-3 交往焦慮量表的α系數 29
表3-4 社會比較量表的α系數 30
表3-5 自我意識量表的α系數 30
表4-1 被試樣本短視頻使用情況 32
表4-2 各變量在不同性別間的差異檢驗 33
表4-3 各變量在不同生源地間的差異檢驗 34
表4-4 各變量在是否獨生間的差異檢驗 35
表4-5 各變量在不同婚姻狀況間的差異檢驗 36
表4-6 各變量相關關系(N=516) 37
表4-7 結構方程標准化路徑系數及檢驗 39
表4-8 中介效應值及路徑檢驗 40
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50.Ingram, R. E. (1990). Self-focused attention in clinical disorders: Review and a conceptual modal. Psychological Bulletin, 107, 156–176.
51.Jesse Fox, Jeremy L. Osborn, Katie M. Warber.(2014). Relational dialectics and social networking sites: The role of Facebook in romantic relationship escalation, maintenance, conflict, and dissolution , Computers in Human Behavior, Volume 35, Pages 527-534.
52.Jones, A. M., & Buckingham, J. T. (2005). Self-esteem as a moderator of the effect of social comparison on women’s body image. Journal of Social and Clinical Psychology, 24(8), 1164-1187.
53.Joormann, J., Dkane, M., & Gotlib, I. H. (2006). Adaptive and maladaptive components of rumination? Diagnostic specifificity and relation to depressive biases. Behavior Therapy, 37, 269280.
54.Joseph B. Walther.(2007).Selective self-presentation in computer-mediated communication: Hyperpersonal dimensions of technology, language, and cognition,Computers in Human Behavior.Volume 23, Issue 5.
55.Kiropoulos, L. A. , & Klimidis, S. . (2006). A self-focused attention scale: factor structure and psychometric properties. Cognitive Therapy & Research, 30(3), 297-306.
56.Kohler, M. T., Turner, I. N., & Webster, G. D. (2021).Social comparison and state–trait dynamics: Viewing image-conscious Instagram accounts affects college students’ mood and anxiety. Psychology of Popular Media,10(3),340–349.
57.La Greca, A. M., & Stone, W. L. (1993). Social anxiety scale for children-revised: factor structure and concurrent validity. Journal of Clinical Child Psychology, 22(1), 17-27.
58.Leary, M. R., & Kowalski, R. M. (1995). The self-presentation model of social phobia. Social Phobia: Diagnosis, Assessment, and Treatment, 94-112.
59.Leary.M.R.（1983）.Social anxiousness :the construct and its measurement. Personality Assessment，47 :66 -75.
60.Ledley, D. R. & Heimberg, R. G. (2006). Cognitive Vulnerability to Social Anxiety. Journal of Social and Clinical, 25(7), 755-778.
61.Li, Y. (2019). Upward social comparison and depression in social network settings: The roles of envy and self-efficacy. Internet Research, 29(1), 46-59.
62.Lin Muyu et al. (2021). Self-focused attention vs. negative attentional bias during public speech task in socially anxious individuals. Behaviour Research and Therapy, 136pp. 103766-.
63.Lockwood, P. & Kunda, Z (1997). Superstars and me: Predicting the impact of role models on the self. Journal of Personality and Social Psychology, 73, 91-103.
64.Meier, E. P., & Gray, J. (2014). Facebook photo activity associated with body image disturbance in adolescent girls. CyberPsychology, Behavior & Social Networking, 17(4), 199–206.
65.Mor, N., Doane, L. D., Adam, E. K., Mineka, S., Zinbarg, R. E., Griffith, J. W., … Nazarian, M. (2010). Within-person variations in self-focused attention and negative affect in depression and anxiety: A diary study. Cognition & Emotion, 24(1), 48–62.
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