心理发展与教育 ›› 2026, Vol. 42 ›› Issue (2): 222-233.doi: 10.16187/j.cnki.issn1001-4918.2026.02.08

• 教与学心理 • 上一篇    

媒体多任务对大学生阅读绩效的影响：任务难度和类型的调节

张梅1, 黄扬1, 于嘉雯2, 黄四林3   

  1. 1. 中央财经大学社会与心理学院, 北京 100081;
    2. 沈阳市南昌初级中学, 沈阳 110000;
    3. 北京师范大学发展心理研究院, 北京 100875
  • 发布日期:2026-03-14
  • 通讯作者: 黄四林
  • 基金资助:
    教育部人文社会科学研究规划基金项目(24YJAZH223);国家自然科学基金项目(72574253);国家社会科学基金重大项目(24&ZD158)。

The Impact of Media Multitasking on College Students’ Reading Performance: The Moderating Roles of Task Difficulty and Type

ZHANG Mei1, HUANG Yang1, YU Jiawen2, HUANG Silin3   

  1. 1. School of Sociology and Psychology, Central University of Finance and Economics, Beijing 100081;
    2. Shenyang Nanchang Middle School, Shenyang 110000;
    3. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875
  • Published:2026-03-14

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摘要： 为探究不同类型和难度的媒体多任务对大学生阅读绩效的影响,共开展了3项研究。研究1通过283名大学生的问卷调查,发现日常媒体多任务与文献阅读绩效呈负相关。研究2通过实验法检验了媒体多任务对不同难度材料阅读绩效的影响。结果表明,任务难度调节媒体多任务与阅读绩效之间的关系,即媒体多任务显著影响困难材料的阅读正确率,却不影响简单材料的阅读正确率。研究3通过实验发现,简单任务条件下,主动比被动媒体多任务者的主观阅读绩效更高,但二者客观阅读绩效无差别。上述结果对大学生学习策略的制定、学习效率的提升提供了理论与实践启发。

关键词: 大学生, 媒体多任务, 注意力, 阅读绩效

Abstract: To investigate the effects of different types and difficulties of media multitasking on reading performance, three studies were conducted. Through a questionnaire survey of 283 college students, study 1 examined the negative impact of college students’ daily media multitasking on literature reading performance, which was not influenced by the participants’ gender or attention control abilities. Study 2 further explored the impact of media multitasking of varying difficulties on reading performance using an experimental method. The research findings indicated that, On the one hand, the reading performance of the media multitasking group—measured by accuracy in reading questions, reading duration, and accuracy in secondary tasks—was lower than that of the control group. On the other hand, it was found that the task difficulty moderated the relationship between media multitasking and the accuracy of reading questions, meaning that the negative impact of media multitasking on reading performance is mainly evident in high-difficulty tasks, and it has little effect on the reading performance of simple tasks. Study 3 further investigated the impact of types of media multitasking on reading performance using an experimental method. The results showed no significant difference between the active and passive groups in objective measures; however, in subjective measures, participants in the active group perceived less interference and lower loss in reading accuracy rate. In conclusion, this research is based on the social reality of college students’ media multitasking phenomenon, focusing on the controversy over its impact on reading performance, and possesses significant theoretical and practical value.

Key words: college students, media multitasking, attention, reading performance

中图分类号: 

  • G442
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