主动和被动使用社交媒体的动机及其与幸福感的关系

IF 3 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Gwendolyn Seidman, Lauren M. Hudak, Michael Langlais
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引用次数: 0

摘要

目前的研究考察了主动和被动的社交媒体使用是否由不同的动机决定,以及这些使用和动机对幸福感的预测程度。两项在线调查(共480人)显示,积极使用有两个组成部分:自我表现和他人导向。一项调查以成年人为样本,另一项调查以大学生为样本。在这两项研究中,主动自我表征的使用主要是由注意力寻求驱动的,而无聊和害怕错过(FoMO)是被动使用的主要动机。主动和被动的使用都是出于对联系的渴望。在这两项研究中,连接动机与更大的幸福感相关,而断开动机(仅在研究2中评估)与更差的幸福感相关。FoMO是幸福感较低的最一致的预测因素,但研究2显示,这种关联在很大程度上可以用特质孤独来解释。在成人样本中,寻求注意力预示着更大的幸福感,而无聊预示着更低的幸福感,但大学生样本中没有。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Motivations for Active and Passive Social Media Use and Their Relation to Wellbeing

The present research examined if active and passive social media uses are determined by different motivations and the extent to which these uses and motivations predict wellbeing. Two online surveys (total N = 480), one using a sample of adults and the other using an undergraduate sample, showed that active use has two components: self-presentational and other-oriented. In both studies, active self-presentational use was primarily motivated by attention seeking, whereas boredom and fear of missing out (FoMO) were the main motivators for passive use. Both active and passive uses were motivated by a desire for connection. In both studies, connection motives were associated with greater wellbeing, while disconnection motives (assessed in Study 2 only) were associated with poorer wellbeing. FoMO was the most consistent predictor of lower wellbeing, but Study 2 revealed that this association was largely explained by trait loneliness. Attention seeking predicted greater wellbeing and boredom predicted lower wellbeing among the adult but not the college student sample.

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来源期刊
Human Behavior and Emerging Technologies
Human Behavior and Emerging Technologies Social Sciences-Social Sciences (all)
CiteScore
17.20
自引率
8.70%
发文量
73
期刊介绍: Human Behavior and Emerging Technologies is an interdisciplinary journal dedicated to publishing high-impact research that enhances understanding of the complex interactions between diverse human behavior and emerging digital technologies.
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