大学生网络社会支持与网络利他行为的关系:一个有调节的中介模型

doi:10.16187/j.cnki.issn1001-4918.2016.04.06

摘要/Abstract

摘要： 以武汉三所高校大一至大四491名全日制大学生为被试，采用《大学生网络社会支持问卷》、《自尊量表》、《网络空间人际信任问卷》和《大学生网络利他行为量表》进行问卷调查，对大学生的网络利他行为、网络社会支持、自尊以及网络人际关系情况进行调查，探讨自尊是否在网络社会支持和网络利他行为之间存在中介作用，以及这个过程是否受到网络人际信任的调节。结果显示：（1）大学生网络社会支持能够显著正向预测网络利他行为；（2）自尊在网络社会支持和网络利他行为的关系之间起部分中介作用；（3）网络人际信任在网络社会支持与自尊之间起调节作用。即在高网络人际信任水平下，网络社会支持能正向影响个体自尊水平；在低网络人际信任水平下，网络社会支持对个体自尊的影响不显著。

关键词: 网络利他行为, 网络社会支持, 自尊, 网络人际信任, 大学生

Abstract: The present study examined whether self-esteem mediated the relationship between online social support and online altruistic behavior, and whether this mediating process was moderated by online interpersonal trust. 491 all grades college students (mean age = 20.07 years, SD =1.39)from three universities in wuhan completed anonymous questionnaires, which are College Students' Online Social Support Scale, Rosenberg Slf-esteem Scale, Web Interpersonal Trust Questionnaire and Internet Altruistic Behavior Scale of Undergraduates. The results showed that:(1) Online social support positively predicted to online altruistic behavior;(2) Self-esteem played a partial mediating role in the association of online social support and online altruistic behavior;(3) The mediating effect of self-esteem was moderated by online interpersonal trust. In the high level of online interpersonal trust, self-esteem partially mediated the associations of online social support and online altruistic behavior; but not in the low level of online interpersonal trust.

Key words: online altruistic behavior, online social support, self-esteem, online interpersonal trust, college students

中图分类号:

B844

刘勤为, 徐庆春, 刘华山, 刘勤学. 大学生网络社会支持与网络利他行为的关系:一个有调节的中介模型[J]. 心理发展与教育, 2016, 32(4): 426-434.

LIU Qinwei, XU Qingchun, LIU Huashan, LIU Qinxue. The Relationship between Online Social Support and Online Altruistic Behavior of College students: A Moderated Mediating Model[J]. Psychological Development and Education, 2016, 32(4): 426-434.

参考文献

Amichai-Hamburger, Y. (2008). Potential and promise of online volunteering. Computers in Human Behavior, 24(2), 544-562.

Bandura, A. (1977). Social learning theory. New York: General Learn- ing Press.

Brook, J. S., Whiteman, M., Gordon, A. S., & Cohen, P. (1989). Changes in drug involvement: A longitudinal study of childhood and adolescent determinants. Psychological Reports, 65(3), 707-726.

Brook, J.S.,Whiteman, M., Gordon, A. S.,& Cohen,P. (1986). Dynamics of childhood and adolescent personality traits and adolescent drug use. Developmental Psychology, 22(3), 403.

Brown, G. W., Andrews, B., Harris, T., Adler, Z., & Bridge, L. (1986). Social support, self-esteem and depression.. Psychological Medicine,16(4), 813-831.

Caplan, G. (1974). Support systems and community mental health : lectures on concept development. New York: Behavioral Publications.

Casaló, L. V., Flavián, C., & Guinalíu, M. (2011). Understanding the intention to follow the advice obtained in an online travel community.Computers in Human Behavior, 27(2), 622-633.

Christian Cadenhead, Alton, & Richman, C. L. (1996). The effects of interpersonal trust and group status on prosocial and aggressive behaviors. Social Behavior and Personality: an international journal, 24(2), 169-184.

Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum.

Corritore, C. L., Kracher, B., & Wiedenbeck, S. (2003). On-line trust: concepts, evolving themes, a model. International Journal of Human-Computer Studies, 58(6), 737-758.

Danielsen, A. G., Wiium, N., Wilhelmsen, B. U., & Wold, B. (2010). Perceived support provided by teachers and classmates and students' self-reported academic initiative. Journal of School Psychology, 48(3), 247-267.

Deci, E., & Ryan, R. (1980). Self-determination theory: when mind mediates behavior. Journal of Mind & Behavior.doi:10.1086/406755

Donnellan, M. B., Trzesniewski, K. H., Robins, R. W., Moffitt, T. E., & Caspi, A. (2005). Low self-esteem is related to aggression, antisocial behavior, and delinquency.. Psychological Science, 16(4), 328-335.

Eisenberg, N. (1986). Altruistic emotion, cognition, and behavior. Child Psychology, 298(5596), 1191-1194.

Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial behavior. In W. Damon, R. M. Lerner (Series Eds.), & N. Eisenberg (Volume Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 646-718). New York: Wiley.

Fukuyama, F. (1995). Trust: The social virtues and the creation of prosperity(No. D10 301 c. 1/c. 2). New York: Free press.

Goodwin, R., Costa, P., & Adonu, J. (2004). Social support and its consequences:‘positive’ and ‘deficiency’ values and their implications for support and self-esteem.. British Journal of Social Psychology, 43(Pt3), 465-474.

Greenberg, J., Pyszczynski, T., & Solomon, S. (1986). The causes and consequences of a need for self-esteem: A terror management theory. Public Self and Private Self. New York: Springer.

Harrison, D. A., McLaughlin, M. E., & Coalter, T. M. (1996). Context, cognition, and common method variance: Psychometric and verbal protocol evidence. Organizational Behavior and Human Decision Processes, 68(3), 246-261.

Ho, S. M., Ahmed, I., & Salome, R. (2012). Whodunit? Collective trust in virtual interactions. Social Computing, Behavioral-Cultural Modeling and Prediction, 7227, 348-356.

Lawler, E. J.,&Thye, S. R. ( 1999) .Bringing Emotionin to Social Exchange Theory. Annual Review of Sociology Bulletin, 25, 1049-1058.

Leary, M. R. (2005). Sociometer theory and the pursuit of relational value: Getting to the root of self-esteem. European review of social psychology,16(1), 75-111.

Leary, M. R., & MacDonald, G. (2003). Individual differences in trait self-esteem: A theoretical integration. In M. Leary & J. Tangney (Eds.), Handbook of self and identity (pp. 401-418). New York: Guilford Press.

Leary, M. R., Tambor, E. S., Terdal, S. K., & Downs, D. L. (1995). Self-esteem as an interpersonal monitor: The sociometer hypothesis. Journal of Personality and Social Psychology, 68(3), 518-530.

Lewis, C. E, Thompson, Lori Foster, Wuensch, Karl L, Grossnickle, William F, & Cope, J. G. (2004). The impact of recipient list size and priority signs on electronic helping behavior. Computers in human behavior, 20(5), 633-644.

Liu, J., & Rau, P. L. P. (2012). Effect of culture interdependency on interpersonal trust. In Advances in Affective and Pleasurable Design (p. 160). Hoboken: CRC Press.

Marshall, S. L., Parker, P. D., Ciarrochi, J., & Heaven, P. C. (2014). Is Self-Esteem a Cause or Consequence of Social Support? A 4-Year Longitudinal Study. Child Development, 85(3), 1275-1291.

Mickelson, K. D. (1997). Seeking social support: Parents in electronic support groups. Culture of the Internet, 157-178.

Muller, D., Judd, C. M., & Yzerbyt, V. Y. (2005). When moderation is mediated and mediation is moderated. Journal of Personality and Social Psychology, 89(6), 852.

Omoto, A. M., & Snyder, M. (2002). Considerations of Community The Context and Process of Volunteerism. American Behavioral Scientist, 45(5), 846-867.

Richardson, H. A., Simmering, M. J., & Sturman, M. C. (2009). A tale of three perspectives. Organizational Research Methods, 12(4), 762-800.

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton: Princeton University Press.

Rotter, J. B. (1967). A new scale for the measurement of interpersonal trust 1. Journal of Personality, 35(4), 651-665.

Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235-255.

Scarpa, A., & Haden, S. C. (2006). Community violence victimization and aggressive behavior: The moderating effects of coping and social support. Aggressive Behavior, 32(5), 502-515.

Segal, U., & Sobel, J. (2008). A characterization of intrinsic reciprocity. International Journal of Game Theory, 36(3), 571-585.

Trivers, R. L. (1971). The evolution of reciprocal altruism. Quarterly Review of Biology, 46, 3557.

Turowska, A.(2010). Correlative study of seff-esteem, Social orientations and amtrol preferences of students in last form of seandary schools. Pedagogical Quarterly (4),16.

Twenge, J. M., Baumeister, R. F., DeWall, C. N., Ciarocco, N. J., & Bartels, J. M. (2007). Social exclusion decreases prosocial behavior. Journal of Personality and Social Psychology, 92(1), 56-66.

Wallace, P (2001). The psychology of the Internet. Cambridge University Press.

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.

Zhang, J. (1993). Target-based interpersonal trust: cross-cultural comparison and its cognitive model. Acta Psychologica Sinica, 25(02), 54-62.

丁道群, 沈模卫. (2005). 人格特质, 网络社会支持与网络人际信任的关系. 心理科学, 28(2), 300-303.

丁道群. (2002). 网络空间的人际互动: 理论与实证研究. 南京师范大学博士论文.

范兴华, 方晓义. (2004). 友伴的社会支持与大学生自尊的关系. 中国健康心理学杂志, 12(5), 379-381.

宫宇轩. (1994). 社会支持与健康的关系研究概述. 心理科学进展, 第2期(02), 34-39.

梁晓燕, 魏岚. (2008). 大学生网络社会支持测评初探. 心理科学, 31(3), 689-691.

林崇德. (2003). 心理学大辞典. 上海: 上海教育出版社, 1783.

刘冉. (2012). 大学生自尊与社交焦虑, 人际信任的关系研究. 淄博师专学报, (2), 20-23.

彭欣, 马绍斌, 范存欣, 武晓艳. (2003). 大学生自尊与社会支持的关系研究. 中国健康心理学杂志, (1), 40-41.

孙晓军, 赵竞, 周宗奎, 谢笑春, 童媛添. (2015). 大学生网络社会支持与网络人际信任的关系:一个有调节的中介模型. 心理发展与教育, 31, 129-136.

田录梅. (2006). Rosenberg (1965) 自尊量表中文版的美中不足. 心理学探新,26(2), 88-91.

王丽, 王庭照. (2006). 青少年亲社会行为研究. 当代青年研究, (11), 51-53.

温忠麟, 侯杰泰, 张雷. (2005). 调节效应与中介效应的比较和应用. 心理学报,37(2), 268-274.

熊红星, 张璟, 叶宝娟, 郑雪, 孙配贞. (2012). 共同方法变异的影响及其统计控制途径的模型分析. 心理科学进展, 20(5), 757-769.

俞国良. (2006). 社会心理学. 北京: 北京师范大学出版社, 465-466.

张林, 李元元. (2009). 自尊社会计量器理论的研究述评. 心理科学进展, (4), 852-856.

张奇, 王锦. (2007). 大学生自尊与社会支持的关系. 心理与行为研究, 5(2), 93-99.

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(5), 478-486.

赵竞, 孙晓军, 周宗奎, 魏华, 牛更枫. (2013). 网络交往中的人际信任. 心理科学进展, 21(8), 1493-1501.

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. (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(Doctoral dissertation).

郑显亮. (2013). 现实利他行为与网络利他行为: 网络社会支持的作用. 心理发展与教育, 29(1), 31-37.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[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]	王鑫强, 李金文, 卢红燕, 赖正伟, 李佳源. 择偶优劣势对师范大学生教师职业认同的影响：择偶价值感的中介及自尊的调节作用[J]. 心理发展与教育, 2024, 40(1): 64-73.
[3]	樊香麟, 崔英锦. 客体化身体意识与女大学生限制性饮食行为的关系：外貌负面评价恐惧和社会文化压力的中介作用[J]. 心理发展与教育, 2024, 40(1): 122-131.
[4]	张慧如, 张伟达, 傅王倩, 邓敏, 彭苏浩, 李玉. 孤独感对创造性倾向的影响：无聊倾向和焦虑情绪的中介作用[J]. 心理发展与教育, 2024, 40(1): 132-141.
[5]	路翠萍, 郑希付. 低自尊还是高“他尊”？高、低社交焦虑者的不同内隐自尊特性——来自EAST的证据[J]. 心理发展与教育, 2023, 39(6): 808-816.
[6]	沙晶莹, 张向葵, 刘千冬. 人以群分？学业动机比较对青少年同伴选择的影响[J]. 心理发展与教育, 2023, 39(5): 683-690.
[7]	何安明, 张钰睿, 惠秋平. 大学生感恩与社会幸福感的关系:手机冷落行为的中介作用和负性生活事件的调节作用[J]. 心理发展与教育, 2023, 39(4): 505-512.
[8]	辛国刚, 张李斌, 常睿生, 张云运. 青少年早期受欺凌发展轨迹:抑郁、自尊和学业成就的预测作用[J]. 心理发展与教育, 2023, 39(4): 568-579.
[9]	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.
[10]	杜秀芳, 武玉玺, 徐政, 袁晓倩, 陈功香. 金钱启动与道德认同对大学生道德伪善的影响[J]. 心理发展与教育, 2023, 39(3): 342-349.
[11]	喻昊雪, 李卉, 王福兴. 大学生公正世界信念与学业倦怠的关系:应对方式与无聊倾向的链式中介作用[J]. 心理发展与教育, 2023, 39(3): 391-401.
[12]	高玲, 孟文慧, 刘介地, 杨继平, 王兴超. 父母低头行为与青少年网络欺负行为:自尊和基本共情的作用[J]. 心理发展与教育, 2023, 39(3): 439-448.
[13]	鲁明辉, 王融, 张丽敏. 父母心理弹性与自闭症谱系障碍儿童情绪行为问题的关系:一个有调节的中介模型[J]. 心理发展与教育, 2023, 39(2): 247-254.
[14]	曾子豪, 彭丽仪, 詹林, 刘双金, 欧阳晓优, 丁道群, 黎志华, 胡义秋, 方晓义. 儿童期受虐对大学生抑郁症状的影响:主观幸福感的中介和基因的调节作用[J]. 心理发展与教育, 2023, 39(2): 276-285.
[15]	曹瑞琳, 梅松丽, 梁磊磊, 李传恩, 张莹. 感恩与大学生网络成瘾的关系:核心自我评价和生命意义感的中介作用[J]. 心理发展与教育, 2023, 39(2): 286-294.