错失恐惧对大学生社交网络成瘾的影响:社交网络整合性使用与社交网络支持的中介作用

doi:10.16187/j.cnki.issn1001-4918.2019.05.12

摘要/Abstract

摘要： 错失恐惧是社交网络成瘾的风险因素，但其中的作用机制并不清楚。本研究采用错失恐惧问卷、社交网络整合性使用量表、社交网络支持量表和中文社交网络成瘾量表，调查了重庆市三所高校的493名大一至大三的学生，探讨错失恐惧影响社交网络成瘾的机制。结果发现：（1）错失恐惧显著预测社交网络成瘾，错失恐惧水平越高，个体社交网络成瘾水平越高。（2）社交网络整合性使用在错失恐惧和社交网络成瘾之间起独立中介作用。（3）社交网络支持在错失恐惧和社交网络成瘾之间起独立中介作用。（4）社交网络整合性使用和社交网络支持在错失恐惧和社交网络成瘾之间起链式中介作用。研究结果表明，满足大学生基本心理需要、降低社交网络使用程度、提升现实社会支持可以有效预防社交网络成瘾。

关键词: 错失恐惧, 大学生, 社交网络成瘾, 社交网络支持, 贝叶斯结构方程模型

Abstract: Prior studies found fear of missing out (FOMO) is a significant predictor of social networking sites addiction based on Facebook platform. However, the mechanism underlying this association remains unclear. Using Chinese popular social networking sites platform, we aimed to explore the mediating roles of social media integration use and support between FOMO and social networking sites addiction. Four hundred and ninety three Chinese college students, including fresh man, sophomore and junior from three university in Chongqing complete measures of FOMO, Chinese social media addiction scale, social media integrator use scale and social media support scale. The results showed:(1) FOMO is a significant predictor of social networking sites addiction;(2) social media use integration mediate the relationship between FOMO and social networking sites addiction;(3) social media support mediate the relationship between FOMO and social networking sites addiction; (4) social media use integration and support serially mediate the relationship between FOMO and social networking sites addiction. The implications and limitation of the study were discussed.

Key words: fomo, college students, social networking sites addiction, social networking sites support, bayesian sem

马建苓, 刘畅. 错失恐惧对大学生社交网络成瘾的影响:社交网络整合性使用与社交网络支持的中介作用[J]. 心理发展与教育, 2019, 35(5): 605-614.

MA Jianling, LIU Chang. The Effect of Fear of Missing out on Social Networking Sites Addiction among College Students: The Mediating Roles of Social Networking Site Integration Use and Social Support[J]. Psychological Development and Education, 2019, 35(5): 605-614.

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