社会排斥对网络偏差行为的影响:自我控制的中介作用和道德同一性的调节作用

doi:10.16187/j.cnki.issn1001-4918.2020.02.10

摘要/Abstract

摘要： 本研究拟探讨社会排斥对大学生网络偏差行为的影响及其作用机制——自我控制的中介作用和道德同一性的调节作用。对769名大学生问卷调查的结果表明：（1）社会排斥与网络偏差行为呈显著正相关，与自我控制呈显著负相关；自我控制和道德同一性均与网络偏差行为呈显著负相关；（2）社会排斥对网络偏差行为具有显著的正向预测作用，且自我控制在这一关系中具有显著的中介作用；（3）社会排斥对网络偏差行为的直接预测作用以及自我控制的中介作用均受到道德同一性的调节，且这两种效应在道德同一性水平较低的群体中都更为显著。本研究不仅有助于进一步明晰网络偏差行为的影响因素及其发生机制，而且对大学生网络偏差行为的预防和干预还具有一定的实践指导价值。

关键词: 社会排斥, 网络偏差行为, 自我控制, 道德同一性

Abstract: This study aimed to investigate the influence of social ostracism on undergraduate students' online deviant behaviors, as well as its inner mechanism-the mediating role of social control and the moderating role of moral identity. A sample of 769 undergraduate students was recruited to complete the questionnaires, and the results showed that:(1) Social ostracism was positively correlated with online deviant behaviors, while negatively correlated with self-control and moral identity; both self-control and moral identity were negatively correlated with online deviant behaviors. (2) Self-control could significantly mediate the positive association between social ostracism and online deviant behaviors. (3) Moral identity could moderate the direct effect of social ostracism on online deviant behaviors and the mediating effect of self-control, specifically both these two effects were more significant for individuals with lower moral identity. This not only deepens our understanding on influencing factors of online deviant behaviors and its underlying mechanism, but also has important practical values for the prevention and intervention of undergraduate students' online deviant behaviors.

Key words: social ostracism, online deviant behaviors, self-control, moral identity

中图分类号:

B844

王辰, 陈刚, 刘跃宁, 牛更枫, 殷华敏. 社会排斥对网络偏差行为的影响:自我控制的中介作用和道德同一性的调节作用[J]. 心理发展与教育, 2020, 36(2): 208-215.

WANG Chen, CHEN Gang, LIU Yuening, NIU Gengfeng, YIN Huamin. The Influence of Social Ostracism on Online Deviant Behaviors: The Mediating Role of Self-control and the Moderating Role of Moral Identity[J]. Psychological Development and Education, 2020, 36(2): 208-215.

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