心理发展与教育 ›› 2019, Vol. 35 ›› Issue (5): 530-539.doi: 10.16187/j.cnki.issn1001-4918.2019.05.03

• 认知与社会性发展 • 上一篇    下一篇

社交网站中的自我呈现与青少年网络利他行为:网络社交效能和希望的作用

刘勤学1,2, 孙佳宁1,2, 余思1,2   

  1. 1. 青少年网络心理与行为教育部重点实验室, 人的发展与心理健康湖北省重点实验室, 武汉 430079;
    2. 华中师范大学心理学院, 心理学国家级实验教学示范中心, 武汉 430079
  • 发布日期:2019-09-30
  • 通讯作者: 刘勤学,E-mail:qinxueliu@mail.ccnu.edu.cn E-mail:qinxueliu@mail.ccnu.edu.cn
  • 基金资助:
    国家社科基金青年项目（15CSH018）。

Self-presentation in Online Social Network Sites and Adolescent Online Altruistic Behavior: The Role of Online Social Self-efficacy and Hope

LIU Qinxue1,2, SUN Jianing1,2, YU Si1,2   

  1. 1. Key Laboratory of Adolescent Cyberpsychology and Behavior(CCNU), Ministry of Education, Key Laboratory of Human Development and Mental Health of Hubei Province;Wuhan 430079;
    2. National Experimental Teaching Demonstrating Center of Psychology, School of Psychology, Central China Normal University, Wuhan 430079
  • Published:2019-09-30

RichHTML

PDF (PC)

摘要： 为考察社交网站中的积极自我呈现、真实自我呈现对青少年网络利他行为的影响以及网络社交效能和希望在其中的中介作用，采用社交网站中的积极自我呈现和真实自我呈现问卷、网络利他行为量表、网络社交效能问卷和希望量表对安徽、福建、河南、湖南、山西、天津、云南等省份八所中学的805名初中二年级学生（男生427名，女生378名；被试平均年龄为13.38岁，SD=0.63）进行问卷调查。研究显示：（1）社交网站中的积极自我呈现和真实自我呈现均能正向预测青少年网络利他行为；（2）网络社交效能在积极自我呈现与青少年的网络利他行为之间起中介作用，也在真实自我呈现与青少年的网络利他行为之间起中介作用；（3）希望在真实自我呈现与青少年的网络利他行为之间起中介作用。

关键词: 网络利他, 社交网站中的自我呈现, 网络社交效能, 希望, 青少年

Abstract: The present study examined the effect of self-presentation in SNS (Social Network Site) on adolescent online altruistic behavior as well as the mediation effects of online social self-efficacy and hope. A sample of 805 eight-grade students (53.04% males; Mage=13.38 years, SD=0.63) from Anhui, Fujian, Henan, Hunan, Shanxi, Tianjin, Yunnan Provinces completed Questionnaire of Self-presentation in SNS, Online Altruistic Behavior Scale, Questionnaire of Online Social Self-efficacy and Hope scale. The results revealed that:(1) Both positive and honest self-presentation in SNS positively predicted adolescent online altruistic behavior; (2) Online social self-efficacy mediated the relationship between positive self-presentation and online altruistic behavior, and the relationship between honest self-presentation and online altruistic behavior; (3) Hope mediated the relationship between honest self-presentation and online altruistic behavior.

Key words: online altruistic behavior, self-presentation in online social network sites, online social self-efficacy, hope, adolescence

Aknin, L. B., Van de Vondervoort, J. W., & Hamlin, J. K. (2018). Positive feelings reward and promote prosocial behavior. Current Opinion in Psychology, 20, 55-59.
Amichai-Hamburger, Y., & Furnham, A. (2007). The positive net. Computers in Human Behavior, 23(2), 1033-1045.
Andersson, L. M., Giacalone, R. A., & Jurkiewicz, C. L. (2007). On the relationship of hope and gratitude to corporate social responsibility. Journal of Business Ethics, 70(4), 401-409.
Bandura, A. (1977). Self-efficacy:Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A., Pastorelli, C., Barbaranelli, C., & Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76(2), 258-269.
Baumeister, R. F. (1982). A self-presentational view of social phenomena. Psychological Bulletin, 91(1), 3-26.
Bello-Orgaz, G., Jung, J. J., & Camacho, D. (2016). Social big data:Recent achievements and new challenges. Information Fusion, 28, 45-59.
Caprara, G. V., Kanacri, B. P. L., Gerbino, M., Zuffiano, A., Alessandri, G., Vecchio, G.,et al. (2014). Positive effects of promoting prosocial behavior in early adolescence:Evidence from a school-based intervention. International Journal of Behavioral Development, 38(4), 386-396.
Chang, E. C. (1998). Hope, problem-solving ability, and coping in a college student population:Some implications for theory and practice. Journal of Clinical Psychology, 54(7), 953-962.
Duval, S., & Wicklund, R. A. (1972). A theory of objective self awareness. New York:Academic Press.
Ellis, P. D. (2010). The essential guide to effect sizes:Statistical power, meta-analysis, and the interpretation of research results. Cambridgeshire:Cambridge University Press.
Fatkin, J. M. (2015). 'Pro'social media:Using key social psychological theories to increase prosocial engagement on social media sites(Unpublished Doctoral dissertation). Heriot-Watt University, Edinburgh.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology:The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226.
Gibbs, J. L., Ellison, N. B., & Heino, R. D. (2006). Self-presentation in online personals:The role of anticipated future interaction, self-disclosure, and perceived success in Internet dating. Communication Research, 33(2), 152-177.
Gonzales, A. L., & Hancock, J. T. (2011). Mirror, mirror on my Facebook wall:Effects of exposure to Facebook on self-esteem. Cyberpsychology, Behavior, and Social Networking, 14(1-2), 79-83.
Huang, H. Y. (2016). Examining the beneficial effects of individual's self-disclosure on the social network site. Computers in Human Behavior, 57, 122-132.
Jeong, E. J., & Kim, D. H. (2011). Social activities, self-efficacy, game attitudes, and game addiction. Cyberpsychology, Behavior, and Social Networking, 14(4), 213-221.
Jin, J., Li, Y., Zhong, X., & Zhai, L. (2015). Why users contribute knowledge to online communities:An empirical study of an online social Q&A community. Information & Management, 52(7), 840-849.
Kim, J., & Lee, J. E. (2011). The Facebook paths to happiness:Effects of the number of Facebook friends and self-presentation on subjective well-being. Cyberpsychology, Behavior, and Social Networking, 14(6), 359-364.
Kimmerle, J., & Cress, U. (2008). Group awareness and self-presentation in computer-supported information exchange. International Journal of Computer-Supported Collaborative Learning, 3, 85-97.
Leung, C. K., Jiang, F., Poon, T. W., & Crevier, P. é. (2018). Big data analytics of social network data:who cares most about you on Facebook? In Highlighting the Importance of Big Data Management and Analysis for Various Applications (pp. 1-15). Cham:Springer.
Li, R., Jiang, T., Yong, J., & Zhou, H. (2018). College students' interpersonal relationship and empathy level predict internet altruistic behavior-empathy level and online social support as mediators. Psychology and Behavioral Sciences, 7(1), 1-7.
Ling, Y., Huebner, E. S., Liu, J., Liu, W. L., Zhang, J., & Xiao, J. (2015). The origins of hope in adolescence:A test of a social-cognitive model. Personality and Individual Differences, 87, 307-311.
Padilla-Walker, L. M., Carlo, G., & Memmott-Elison, M. K. (2018). Longitudinal change in adolescents' prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 28(3), 698-710.
Park, N., Jin, B., & Jin, S. A. A. (2011). Effects of self-disclosure on relational intimacy in Facebook. Computers in Human Behavior, 27(5), 1974-1983.
Penner, L. A., Dovidio, J. F., Piliavin, J. A., & Schroeder, D. A. (2005). Prosocial behavior:Multilevel perspectives. Annual Review of Psychology, 56, 365-392.
Pfattheicher, S., & Keller, J. (2015). The watching eyes phenomenon:The role of a sense of being seen and public self-awareness. European Journal of Social Psychology, 45(5), 560-566.
Robins, R. W., & Beer, J. S. (2001). Positive illusions about the self:Short-term benefits and long-term costs. Journal of Personality and Social Psychology, 80(2), 340-352.
Shin, Y., Kim, M., Im, C., & Chong, S. C. (2017). Selfie and self:The effect of selfies on self-esteem and social sensitivity. Personality and Individual Differences, 111, 139-145.
Silvia, P. J., & Duval, T. S. (2001). Objective self-awareness theory:Recent progress and enduring problems. Personality and Social Psychology Review, 5(3), 230-241.
Snyder, C. R. (2002). Hope theory:Rainbows in the mind. Psychological Inquiry, 13(4), 249-275.
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T.,et al. (1991). The will and the ways:Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570-585.
Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being:A social psychological perspective on mental health. Psychological Bulletin, 103(2), 193-210.
Toma, C. L. (2010, April). Affirming the self through online profiles:Beneficial effects of social networking sites. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 1749-1752). ACM.
Trivers, R. L. (1971). The evolution of reciprocal altruism. Quarterly Review of Biology, 46, 35-57.
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.
Villavicencio, F. T., & Bernardo, A. B. (2016). Beyond math anxiety:Positive emotions predict mathematics achievement, self-regulation, and self-efficacy. The Asia-Pacific Education Researcher, 25(3), 415-422.
Vrieze, S. I. (2012). Model selection and psychological theory:a discussion of the differences between the Akaike information criterion (AIC) and the Bayesian information criterion (BIC). Psychological Methods, 17(2), 228-243.
Walther, J. B. (1996). Computer-mediated communication:Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23(1), 3-43.
Wang, C. C., & Wang, C. H. (2008). Helping others in online games:Prosocial behavior in cyberspace. CyberPsychology & Behavior, 11(3), 344-346.
Waugh, C. E., & Fredrickson, B. L. (2006). Nice to know you:Positive emotions, self-other overlap, and complex understanding in the formation of a new relationship. The Journal of Positive Psychology, 1(2), 93-106.
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.
Yang, C. C., & Brown, B. B. (2016). Online self-presentation on Facebook and self development during the college transition. Journal of Youth and Adolescence, 45(2), 402-416.
卞冉, 车宏生, 阳辉. (2007). 项目组合在结构方程模型中的应用. 心理科学进展, 15, 567-576.
程蕾, 黄希庭. (2008). 自我觉知与情绪、心理健康的关系. 西南大学学报(社会科学版), 34(1), 14-18.
丁倩. (2017). 社交网站使用对青少年自我评价的影响:基于社会比较理论(博士学位论文). 华中师范大学, 武汉.
邓凯. (2015). 社交网络大数据分析平台及用户转发行为分析(硕士学位论文). 西安电子科技大学.
方杰, 张敏强. (2012). 中介效应的点估计和区间估计:乘积分布法、非参数Bootstrap和MCMC法. 心理学报, 44(10), 1408-1420.
方杰, 张敏强, 邱皓政. (2012). 中介效应的检验方法和效果量测量:回顾与展望. 心理发展与教育, 28(1), 105-111.
郭雯婧, 边玉芳. (2013). 初二学生感知到的社会支持与学习成绩的关系——学业自我概念的中介作用. 心理科学, 36(6), 627-631.
蒋索, 邹泓, 胡茜. (2008). 国外自我表露研究评述. 心理科学进展, 16(1), 114-123.
李虹, 杨瑞东, 王希, 倪士光, 徐继红. (2017). 家庭功能与流动青少年认同整合的关系:希望与父母文化持守的作用. 心理发展与教育, 33(4), 417-424.
黎志华, 尹霞云. (2015). 社会支持对大学生希望的影响机制:自尊和自我效能感的中介作用. 心理发展与教育, 31(5), 610-617.
刘孟超, 黄希庭. (2013). 希望:心理学的研究述评. 心理科学进展, 21(3), 548-560.
刘勤学, 陈武, 周宗奎. (2015). 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. 心理发展与教育, 31(6), 685-693.
刘庆奇, 孙晓军, 周宗奎, 牛更枫. (2015). 社交网站中的自我呈现对青少年自我认同的影响:线上积极反馈的作用. 中国临床心理学杂志, 23(6), 1094-1097.
刘儒德, 沈彩霞, 徐乐, 高钦. (2014). 儿童基本心理需要满足对上网行为和上网情感的影响:一项追踪研究. 心理发展与教育, 30(1), 90-95, 104.
柳士顺, 凌文辁. (2009). 多重中介模型及其应用. 心理科学, 32(2), 433-435.
牛更枫, 鲍娜, 周宗奎, 范翠英, 孔繁昌, 孙晓军. (2015). 社交网站中的自我呈现对生活满意度的影响:积极情绪和社会支持的作用. 心理发展与教育, 31(5), 563-570.
彭庆红, 樊富珉. (2005). 大学生网络利他行为及其对高校德育的启示. 思想理论教育导刊, 12, 49-51.
沈彩霞. (2014). 儿童心理需要满足对网络行为及情感体验的影响:自我决定理论的视角(博士学位论文). 北京师范大学.
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(2), 129-136.
王小璐, 风笑天. (2004). 网络中的青少年利他行为新探. 广东青年干部学院学报, 18(3), 16-19.
温忠麟, 侯杰泰, 马什赫伯特. (2004). 结构方程模型检验:拟合指数与卡方准则. 心理学报, 36(2), 186-194.
吴明隆. (2009). 结构方程模型:Amos的操作与应用. 重庆:重庆大学出版社.
吴明隆. (2013). 结构方程模型:Amos实务进阶. 重庆:重庆大学出版社.
吴艳, 温忠麟. (2011). 结构方程模型中的题目打包策略. 心理科学进展, 19(2), 1859-1867.
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.
叶宝娟, 方小婷, 杨强, 郑清, 刘林林, 郭少阳. (2017). 情绪调节困难对大学生手机成瘾的影响:相貌负面身体自我和社交回避与苦恼的链式中介作用. 心理发展与教育, 33(2), 249-256.
姚驹. (2017). 网络捐助行为的影响因素:信息渠道与受助者特征的视角(硕士学位论文). 上海师范大学.
杨晓晓. (2016). 大学生网络社交自我效能感量表的编制及相关研究(硕士学位论文). 西南大学, 重庆.
杨欣欣, 刘勤学, 周宗奎. (2017). 大学生网络社会支持对网络利他行为的影响:感恩和社会认同的作用. 心理发展与教育, 33(2), 183-190.
虞鑫, 王义鹏. (2014). 社交网络环境下的大学生公开意见表达影响因素研究. 中国青年研究, 10, 97-104.
赵必华, 孙彦. (2011). 儿童希望量表中文版的信效度检验. 中国心理卫生杂志, 25(6), 454-459.
郑显亮. (2010). 大学生网络利他行为:量表编制与多层线性分析(博士学位论文). 上海师范大学.
郑显亮, 王亚芹. (2017). 青少年网络利他行为与主观幸福感的关系——一个有中介的调节模型. 心理科学, 40(1), 70-75.
郑显亮, 赵薇. (2015). 中学生网络利他行为与希望的关系:自我效能感与自尊的中介作用. 心理发展与教育, 31(4), 428-436.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12, 942-950.
[1] 郭筱琳, 李珮瑜, 张艺凡, 罗良. 成就预测思维:青少年学业表现与成长型思维的关系[J]. 心理发展与教育, 2026, 42(4): 536-543.
[2] 舒展, 彭申立, 赵纤, 黎志华. 累积家庭风险对低收入家庭儿童外化问题影响的即时与延时效应:有调节的中介模型[J]. 心理发展与教育, 2026, 42(4): 596-608.
[3] 李璇, 马淑风. 合作推理对青少年同伴关系发展的影响[J]. 心理发展与教育, 2026, 42(3): 315-325.
[4] 赵泰格, 盛靓, 高君杰, 辛素飞. 父母情感温暖与青少年亲社会行为倾向的纵向关系:上行社会比较的作用[J]. 心理发展与教育, 2026, 42(3): 437-446.
[5] 刘洋, 闫哲, 常淑敏. 家庭社会经济地位对青少年早期社会能力发展的影响:一般自我概念的纵向中介作用[J]. 心理发展与教育, 2026, 42(3): 447-456.
[6] 王曼璐, 王智, 邵景进. 童年期忽视对青少年中期经历关系侵害的影响：自尊的纵向中介作用[J]. 心理发展与教育, 2026, 42(2): 274-284.
[7] 李丹, 陈佳宇, 刘思格, 吴德华, 尹华站. 青少年特质感恩与主观幸福感:生命意义的纵向解释作用[J]. 心理发展与教育, 2026, 42(1): 28-38.
[8] 向燕辉, 马丽平, 胡芸绮, 李晓军. 青少年心理适应与内外攻击的关联:基于追踪和周记法的证据[J]. 心理发展与教育, 2026, 42(1): 85-97.
[9] 边昊天, 庄瑞雪, 王嘉宝, 边玉芳, 梁丽婵. 养育倦怠与青少年网络游戏成瘾:基本心理需要满足、意志控制及性别的作用[J]. 心理发展与教育, 2026, 42(1): 110-120.
[10] 杨淑芸, 李紫涵, 任萍. 欺凌受害对早期青少年自伤的影响:孤独感与情绪调节策略的作用[J]. 心理发展与教育, 2026, 42(1): 121-130.
[11] 鲍振宙, 杨凌青, 储怡佳, 于明申, 徐梓唯. 青少年亲欺凌旁观行为的发展轨迹:界定亚群组及其影响因素[J]. 心理发展与教育, 2026, 42(1): 131-141.
[12] 王玉龙, 王丹云, 蔺秀云. 早期青少年自伤与自杀意念的关系:亲子沟通的纵向调节作用[J]. 心理发展与教育, 2026, 42(1): 142-152.
[13] 陈子循, 白荣, 李金文, 徐程睿. 父母冲突与青少年手机成瘾的纵向关系:冲动性和朋友支持的作用[J]. 心理发展与教育, 2025, 41(6): 892-902.
[14] 汤佳怡, 付成妤, 徐慰. 青少年家庭功能对抑郁和社交焦虑的影响:公正世界信念的中介作用[J]. 心理发展与教育, 2025, 41(5): 701-709.
[15] 张凤, 黄四林, 梅刻寒, 张嘉恬, 邓祎祎. 脱贫地区乡村青少年社会流动信念与其学业坚持性:学业应对策略的调节作用[J]. 心理发展与教育, 2025, 41(4): 510-517.
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