学生对媒体素养的潜在情感剖析及其与媒体可信度的关系研究

IF 2.7 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL
Clarissa Hin-Hei Lau, Byunghoon “Tony” Ahn, Meagane Maurice-Ventouris, Jason M. Harley
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引用次数: 0

摘要

随着教育机构逐渐认识到培养学生媒体素养技能的重要性,媒体素养作为高等教育课程的一部分,越来越受到重视。然而,学生对媒体素养的情感反应可能大相径庭,进而可能影响他们对混合媒体信息的真实性和可信度的感知。在本研究中,我们探讨了 68 名非卫生专业大学生对媒体素养的独特情感特征。我们进一步研究了具有不同情感特征的学生对来自主流和虚假新闻来源的媒体信息的可信度评级(真实性、可信度和可信度)是否会有所不同。我们还研究了情感特征与对主流和假新闻信息的情感反应之间的关系。我们采用了一种概率性的潜在聚类方法--潜在特征分析(LPA)--来生成情感特征的潜在类别。LPA 显示了学生对媒体素养学习的四种不同的情绪特征:(1) 低情绪;(2) 中等情绪;(3) 高负面情绪;(4) 高正面情绪。其他研究结果表明,与其他情绪群体相比,低情绪群体的学生倾向于认为所有媒体信息更真实、更可信、更可信。此外,我们还发现,中度情绪和高度负面情绪组的学生对虚假信息的评价更积极。这项研究为了解媒体素养情绪如何影响媒体感知结果提供了重要启示。这是重要的一步,将鼓励教育工作者开发更有吸引力的媒介素养教学和干预措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Latent profiling students’ emotions towards media literacy and examining its relationship to media credibility

Latent profiling students’ emotions towards media literacy and examining its relationship to media credibility

Media literacy has been gaining traction as a part of higher education curricula to support learning as educational institutions are recognizing the importance of developing students’ media literacy skills. However, students’ emotional reactions towards media literacy can be vastly different and, in turn, may impact their perception of truth and credibility of mixed media messages. In this study, we explored 68 non-health professions university students’ unique emotional profiles towards media literacy. We further examined whether students with different emotional profiles would differ in their credibility ratings (truthfulness, trustworthiness, and believability) of media messages that were drawn from mainstream and fake news sources. We also investigated the relationship between emotion profiles and emotional reactions towards mainstream versus fake news messages. We employed a probabilistic, latent clustering approach, latent profiling analysis (LPA), to generate latent categories of emotion profiles. LPA revealed four distinct emotion profiles that students endorsed: (1) low emotions, (2) moderate emotions, (3) high negative emotions, and (4) high positive emotions towards learning media literacy. Additional findings revealed that students with a low emotional profile tended to rate all media messages as more truthful, trustworthy, and believable than other emotion groups. Moreover, we identified that students in the moderate emotions and high negative emotions group rated fake messages with more positive emotions. This study offers insight towards the significance of understanding how emotions towards media literacy can impact the outcomes of media perception. This is an important step that will encourage educators to develop more engaging media literacy instruction and interventions.

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来源期刊
CiteScore
6.30
自引率
3.30%
发文量
63
期刊介绍: The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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