心理发展与教育 ›› 2015, Vol. 31 ›› Issue (6): 685-693.doi: 10.16187/j.cnki.issn1001-4918.2015.06.07

• 认知与社会性发展 • 上一篇    下一篇

大学生网络使用与网络利他行为:网络使用自我效能和性别的作用

刘勤学1,2, 陈武1,2, 周宗奎1,2   

  1. 1. 青少年网络心理与行为教育部重点实验室, 武汉 430079;
    2. 华中师范大学心理学院, 武汉 430079
  • 出版日期:2015-11-15 发布日期:2015-11-15
  • 通讯作者: 周宗奎,E-mail:zhouzk@mail.ccnu.edu.cn E-mail:zhouzk@mail.ccnu.edu.cn
  • 基金资助:
    国家社科基金青年项目(15CSH018).

Internet Use and Online Altruistic Behavior in College Students:The Role of Internet Use Self-efficacy and Gender

LIU Qinxue1,2, CHEN Wu1,2, ZHOU Zongkui1,2   

  1. 1. Key Laboratory of Adolescent Cyberpsychology and Behaivor(CCNU), Ministry of Education, Wuhan 430079, China;
    2. School of Psychology, Central China Normal University, Wuhan 430079, China
  • Online:2015-11-15 Published:2015-11-15

PDF (PC)

被引次数

15

摘要： 以湖北省武汉市两所大学的562名大学生为被试,采用网络利他行为问卷、网络自我效能感问卷和网络使用行为问卷对其进行问卷调查。考察网络使用自我效能在网络使用和网络利他行为之间的中介作用及该中介作用是否受到性别的调节。结果发现:(1)男生在网络利他行为和网络使用自我效能上均显著高于女生;男生在网络游戏、网络信息的使用上显著高于女生,男女生在网络社交上不存在显著差异;(2)网络使用(网络社交、网络信息、网络游戏)与网络使用自我效能、网络利他行为均呈显著正相关,网络使用自我效能与网络利他行为呈显著正相关;(3)网络使用自我效能在网络使用和网络利他行为的关系中具有中介作用,性别在网络使用与网络使用自我效能之间具有调节作用,相对于女生,网络使用自我效能的中介效应在男生群体中更为显著。

关键词: 网络利他行为, 网络使用, 网络使用自我效能, 性别, 中介作用

Abstract: The present study examined whether Internet use self-efficacy mediated the relationship between Internet use and online altruistic behavior, and whether this mediating process was moderated by gender. 562 college students in Hubei province completed anonymous questionnaires regarding Internet altruistic behavior, Internet use self-efficacy and Internet use. The results showed that males scored higher on online altruistic behavior, Internet use self-efficacy, online game behavior, and Internet information behavior than females, but there was no gender difference in online social interaction. Internet use, including online social interaction, Internet information behavior, online game behavior, was positively correlated with Internet use self-efficacy and online altruistic behavior; Internet use self-efficacy was positively correlated with online altruistic behavior. The positive association between Internet use and online altruistic behavior was mediated by Internet use self-efficacy. Moreover, the mediating effect of Internet use self-efficacy was moderated by gender, and this mediating effect was stronger for males than that for female.

Key words: online altruistic behavior, Internet use, Internet use self-efficacy, gender, mediating effect

中图分类号: 

  • B844
Adams, N.,Stubbs, D., & Woods, V.(2005). Psychological barriers to Internet usage among older adults in the UK. Medical Informatics and the Internet in Medicine,30, 3-17.
Ak, S., Koruklu, N., & Yilmaz, Y.(2013). A study on Turkish adolescent's Internet use:possible predictors of Internet addiction. Cyberpsychology Behavior and Social Networking,3,205-209.
Amichai-Hamburger, Y., & Furnham, A.(2007). The Positive Net. Computers in Human Behavior, 23, 1033-1045.
Anderson, C. A., & Bushman, B. J.(2002). The effects of media violence on society.Science,295, 2377.
Anderson, C. A., Shibuya, A., Ihori, N., Swing, E. L., Bushman, B. J., Sakamoto, A., & Saleem, M.(2010). Violent video game effects on aggression, empathy, and prosocial behavior in eastern and western countries:a meta-analytic review. Psychological Bulletin,136(2), 151-173.
Bandura, A.(1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist,2,117-148.
Bandura, A.(1977a). Social learning theory. Englewood Cliffs:Prentice-Hall.
Bandura, A.(1977b). Self-efficacy:Toward a unifying theory of behavioral change. Psychological Review,2, 191-215.
Bandura, A.(1997c). Self-efficacy:The exercise of control. New York:Freeman.
Bandura, A.(1986).Social foundations of thought and action:A social cognitive theory. Englewood Cliffs, N.J:Prentice-Hall.
Broos, A.(2005). Gender and information and communication technologies anxiety:Male self-assurance and female hesitation. CyberPsychology and Behavior,1, 11-32.
Chen, R. S., & Tsai, C. C.(2007). Gender differences in Taiwan university students' attitudes toward web-based learning. CyberPsychology & Behavior,10,645-654
Chen, L. Y., Hsiao, B., Chern, C. C., & Chen, H. G.(2014). Affective mechanisms linking Internet use to learning performance in high school students:A moderated mediation study. Computers in Human Behavior,35,431-443.
Chu, R. J., & Chu, A. Z.(2010). Multi-level analysis of peer support, Internet self-efficacy and e-learning outcomes:The contextual effects of collectivism and group potency. Computer & Education,55,145-154.
Chuang, S. C., Lin, F. M., & Tsai, C. C.(2015). An exploration of the relationship between Internet self-efficacy and sources of Internet self-efficacy among Taiwanese university students. Computers in Human Behavior,48, 147-155.
DeTure, M.(2004). Cognitive style and self-efficacy:Predicting student success in online distance education. American Journal of Distance Education,1,21-38.
Durndell, A., & Haagb, Z.(2002). Computer self efficacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in Human Behavior,18, 521-535.
Eastin, M. S., & LaRose, R.(2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer-Mediated Communication,6(1), 0-0.
Elliott, L., Golub, A., Ream, G., & Dunlap, E.(2012). Video game genre as a predictor of problem use. Cyberpsychology Behavior and Social Networking,3, 155-161.
Fountain, E. J.(2000). Constructing the information society:Women, information technology, and design. Technology in Society,22, 45-62.
Gist, M.(1987). Self-efficacy:Implications for organizational behavior and human resource management. Academy of Management Review,12, 472-486.
Gosling, S. D., & Mason, W.(2015). Internet research in psychology. Annual Review of Psychology,66,1-26.
Greitemeyer, T., & Osswald, S.(2010). Effects of prosocial video games on prosocial behavior.Journal of Personality and Social Psychology,2,211-221.
Hargittai, E., & Shafer, S.(2006). Differences in actual and perceived online skills:The role of gender. Social Science Quarterly,2, 432-448.
Hasan, B.(2003). The influence of specific computer experiences on computer self efficacy beliefs. Computers in Human Behavior,4,443-450.
Houle, P. A.(1996). Toward understanding student differences in a computer skills course. Journal of Educational Computing Research,1,25-48.
Imhof, M., Vollmeyer, R., & Beierlein, C.(2007). Computer use and the gender gap:The issue of access, use, motivation, and performance. Computers in Human Behavior,23, 2823-2837.
Jackson, L. A., Ervin, K. S., Gardner, P. D., & Schmitt, N.(2001). Gender and the Internet:Women communicating and men searching. Sex Roles,44, 363-379.
Joiner, R., Gavin, J., Duffield, J., Brosnan, M., Crook, C., Durndell, A., et al.(2005). Gender, Internet identification, and Internet anxiety:Correlates of Internet use. CyberPsychology & Behavior,8, 371-378.
Joo, Y., Bong, M., & Choi, H. J.(2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in web-based instruction. Educational Technology Research & Development,48,5-17.
Kim, Y., & Glassman, M.(2013). Beyond search and communication:Development and validation of the Internet Self-efficacy Scale(ISS). Computers in Human Behavior,29, 1421-1429.
Kuo, Y. C., Walker,A. E., Schroder, K. E. E., Belland, B. R.(2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education,20, 35-50.
Kurniawan, S. H., Ellis, R. D., & Allaire, J. C.(2002). The impact of Web self-efficacy, age, and Web experience on bookmark manipulation.Universal Access in the Information Society,3, 207-216.
Lai, V. H., & Gwung, H. L.(2013). The effect of gender and Internet usage on physical and cyber interpersonal relationships. Computers & Education,69,303-309.
Lee, Y. C., & Sun, Y. C.(2009). Using instant messaging to enhance the interpersonal relationships of Taiwanese adolescents:evidence from quantile regression analysis. Adolescence,173,199-208.
Li, N., & Kirkup, G.(2007). Gender and cultural differences in Internet use:A study of China and the UK. Computers & Education,2, 301-317.
Liang, J. C., & Wu, S. H.(2010). Nurses' motivations for web-based learning and the role of Internet self-efficacy. Innovations in Education and Teaching International,1, 25-37.
Lin, H. F.(2006). Understanding behavioral intention to participate in virtual communities. CyberPsychology & Behavior,9, 540-547.
Livingstone, S., Bober, M., & Helsper, E. J.(2005). Active participation or just more information? Young peoples take up of opportunities to act and interact on the Internet. Information Communication and Society,8(3), 287-314.
Marchionini, G.(1997). Information seeking in electronic environments. New York:Cambridge University Press.
McKenna, K. Y. A. & Bargh, J. A.(2000). Plan 9 From Cyberspace:The Implications of the Internet for Personality and Social Psychology. Personality and Social Psychology Review,1,57-75.
Muchnik, L., et al.(2013). Social influence bias:A randomizedexperiment. Science,341, 647-651.
Papastergiou, M., & Solomonidou, C.(2005). Gender issues in Internet access and favorite Internet activities among Greek high school pupils inside and outside school. Computers & Education,4,377-393.
Pellas, N.(2014).The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs:Evidence from the virtual world of Second Life. Computers in Human Behavior,35,157-170.
Piff, P. K., Kraus, M. W., Cote, S., & Cheng, B. H.(2010). Having less, giving more:The influence of social class on prosocial behavior.Journal of Personality and Social Psychology,5,771-784.
Rains, S. A.(2008). Seeking health information in the information age:The role of Internet Self-Efficacy. Western Journal of Communication,1,1-18.
Rice, R. E.(2006). Influences, usage, and outcomes of Internet health information searching:multivariate results from the Pew surveys. International Journal of Medical Informatics,1, 8-28.
Richardson, H. A., Simmering, M. J., & Sturman, M. C.(2009). A tale of three paradigms:Examining post hoc statistical corrections for common method variance from three divergent perspectives. Organizational Research Methods,12, 762-800.
Salanova, M., Grau, R. M., & Cifre, E.(2000). Computer training, frequency of usage and burnout:The moderating role of computer self-efficacy. Computers in Human Behavior,6, 575-590.
Sanchez-Franco, M. J.(2006). Exploring the influence of gender on the web usage via partial least squares. Behaviour & Information Technology,25, 19-36.
Schumacher, P., & Morahan-Martin, J.(2001). Gender, internet and computer attitudes and experiences. Computers in Human Behavior,17, 95-110.
Sproull, L., Conley, C., & Moon, Y.(2005). Prosocial behavior on the net. In Y. Amichai-Hamburger(Ed.), The social net:Human behavior in cyberspace. New York:Oxford University Press.
Sun, Y., Lim, K. H., Jiang, C., Peng, J. Z., & Chen, X.(2010). Do males and females think in the same way? An empirical investigation on the gender differences in Web advertising evaluation. Computers in Human Behavior,26, 1614-1624.
Tahiroglu, A. Y., Celik, G. G., Uzel, M., Ozcan, N., & Avci, A.(2008). Internet use among Turkish adolescents. Cyberpsychology & Behavior,5,537-543.
Torkzadeh, G., & Van Dyke, T. P.(2002). Effects of training on Internet self-efficacy and computer user attitudes. Computers in Human Behavior,18, 479-494.
Tsai, C.-C., & Lin, C.-C.(2004). Taiwanese adolescents' perceptions and attitudes regarding the Internet:Exploring gender differences. Adolescence,39, 725-734.
Tsai, M. J., & Tsai, C. C.(2010). Junior high school students' Internet usage and self-efficacy:A re-examination of the gender gap. Computers & Education,54,1182-1192.
Utz, S.(2015). The function of self-disclosure on social network sites:Not only intimate, but also positive and entertaining self-disclosures increase the feeling of connection.Computers in Human Behavior,45, 1-10.
Wallace, P.(2001). The Psychology of the Internet. Cambridge University Press:Cambridge
Wang, C. C., & Wang, C. H.(2008). Helping others in online games:prosocial behavior in cyberspace. CyberPsychology & Behavior,3, 344-346.
Weiser, E. B.(2000). Gender differences in Internet use patterns and Internet application preferences:A twosample comparison. CyberPsychology & Behavior,3,167-177.
Whitely, B. E., Jr.(1997). Gender differences in computer related attitudes and behavior:A meta analysis. Computers in Human Behavior,1, 1-22.
Wasko, M. M., & Faraj, S.(2000). It is what one does:Why people participate and help others in electronic communities of practice. Journal of Strategic Information Systems,3, 155-173.
Weinstein, N., Ryan, R. M.(2010). When helping helps:Autonomous motivation for prosocial behavior and its influence on well-being for the helper and recipient. Journal of Personality and Social Psychology,2,222-244.
Wilson, T. D.(2000). Human information behavior. Information Science Research,2, 49-56.
Wright, M. F., & Li, Y.(2011). The associations between young adults' face-to-face prosocial behaviors and their online prosocial behaviors. Computers in Human Behavior,27(5), 1959-1962.
Wu, Y. T., & Tsai, C. C.(2006). Developing an information commitment survey for assessing students' web information searching strategies and evaluative standards for web materials. Educational Technology & Society,2, 120-132.
Zhang, A., & Lu, Q.(2002). The regulation of self-efficacy and attribution feedback on motivation. Social Behavior and Personality,30, 188-281.
程乐华.(2002).网络心理行为公开报告. 广州:广东经济出版社.
罗喆慧, 万晶晶, 刘勤学, 方晓义.(2010). 大学生网络使用、网络特定自我效能与网络成瘾的关系.心理发展与教育,(6), 618-626.
温忠麟, 叶宝娟.(2014). 有调节的中介模型检验方法:竞争还是替补?心理学报,(5), 714-726.
赵欢欢, 张和云, 刘勤学, 王福兴, 周宗奎.(2012). 大学生特质移情与网络利他行为:网络社会支持的中介效应.心理发展与教育,28(005), 478-486.
赵欢欢, 张和云.(2013). 大学生网络交往动机与网络利他行为:网络人际信任的中介作用.心理研究,(6), 92-96.
郑显亮, 顾海根.(2012). 人格特质与网络利他行为:自尊的中介作用.中国特殊教育,2, 69-75.
郑显亮, 顾海根.(2013). 大学生网络利他行为和网络行为偏好的关系:班级环境的作用.心理与行为研究,(5), 690-696.
郑显亮,张婷,袁浅香.(2012). 自尊与网络利他行为的关系:通情的中介作用.中国临床心理学杂志,20(4),550-551,555.
郑显亮.(2010). 大学生网络利他行为:量表编制与多层线性分析. 上海师范大学. 博士学位论文.
郑显亮.(2012). 乐观人格、焦虑、网络社会支持与网络利他行为关系的结构模型.中国特殊教育,(11), 84-89.
周林, 顾海根.(2008). 上海市大学生网络行为偏好的实证研究.心理科学,(6), 1353-1356.
[1] 郭嘉程, 董柔纯, 许放, 徐旋, 牛更枫, 周宗奎. 社会临场感与大学生网络过激行为的关系：双自我意识的并行中介及性别的调节作用[J]. 心理发展与教育, 2024, 40(2): 176-186.
[2] 王玉龙, 赵婧斐, 蔺秀云. 家庭风险因素对青少年自伤的累积效应及其性别差异[J]. 心理发展与教育, 2024, 40(2): 240-247.
[3] 颜志强, 周可, 曾晓, 徐惠, 朱晓倩, 张娟. 学前期儿童执行功能与攻击性行为的关系:认知共情的中介作用[J]. 心理发展与教育, 2023, 39(6): 788-797.
[4] 邹盛奇, 伍新春. 父母冲突与青少年同伴依恋的关系:亲子依恋的中介作用及性别差异[J]. 心理发展与教育, 2023, 39(6): 798-807.
[5] 李甜甜, 董会芹. 父母冲突知觉与儿童焦虑情绪:正负性信息注意偏向的中介作用及性别的调节作用[J]. 心理发展与教育, 2023, 39(4): 488-496.
[6] 鲍振宙, 储怡佳, 王帆, 柳希希. 校园欺凌中的“袖手旁观”:校园氛围、学校联结和道德推脱的作用[J]. 心理发展与教育, 2023, 39(4): 580-589.
[7] 赵纤, 王志航, 王东方, 袁言云, 尹霞云, 黎志华. 贫困家庭儿童在青少年早期的亲社会行为发展轨迹:性别及父母教养方式异质性的影响[J]. 心理发展与教育, 2023, 39(3): 323-332.
[8] 郑显亮, 陈慧萍, 王雪, 鲍振宙. 青少年网络利他行为的发展趋势及社会阶层的影响:一项追踪研究[J]. 心理发展与教育, 2023, 39(3): 333-341.
[9] 汪悦, 熊昱可, 任萍, 杨柳, 苗薇. 受欺负对初中生主动性和反应性攻击的影响:道德推脱和性别的作用[J]. 心理发展与教育, 2023, 39(3): 410-418.
[10] 李奕萱, 王泽宇, 周铭扬, 杨玉川, 赵敏翔, 董妍. 高中生物理和化学学科中同伴学业支持与学业情绪的关系:学习效能感的中介作用和性别的调节作用[J]. 心理发展与教育, 2023, 39(1): 58-67.
[11] 诸钟烨, 谢于宏, 刘雷. 正负参照点下性别和损益情景对大学生延迟折扣的影响[J]. 心理发展与教育, 2022, 38(5): 618-625.
[12] 李蓓蕾, 高婷, 张莉莉, 周楠, 邓林园. 学生感知的教师欺凌态度与学生欺凌行为的关系——学生欺凌态度的中介作用及其性别的调节作用[J]. 心理发展与教育, 2022, 38(3): 348-357.
[13] 白荣, 闫嵘, 王千, 李叶, 邢淑芬. 学前儿童执行功能与问题行为的关系:情境和性别的特异性[J]. 心理发展与教育, 2022, 38(1): 35-44.
[14] 刘春晖, 刘思佳, 郭筱琳, 罗良. 母亲男孩偏好和亲子沟通的关系:子女性别的调节作用[J]. 心理发展与教育, 2022, 38(1): 64-71.
[15] 张光珍, 梁淼, 梁宗保. 父母教养方式影响学前儿童社会适应的追踪研究:自我控制的中介作用[J]. 心理发展与教育, 2021, 37(6): 800-807.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
版权所有 © 2018 《心理发展与教育》编辑部
地址：北京新街口外大街19号北京师范大学院内　 邮政编码：100875
联系电话：010-58807700 E-mail:pdae@bnu.edu.cn
本系统由北京玛格泰克科技发展有限公司设计开发