城市初中生媒介素养量表的编制和应用

发布时间：2018-06-01 04:36

本文选题：媒介素养 + 城市初中生　；参考：《山东师范大学》2017年硕士论文

【摘要】：目的:探索媒介素养的维度,编制城市初中生媒介素养量表。方法:本研究通过文献查阅、专家评估、预测问卷施测,以996名七年级到九年级学生为被试,编制了媒介素养量表。同时以城市初中生为调查对象,研究了城市初中生媒介素养的状况,探索了影响媒介素养的因素。结果:1.媒介素养量表包括媒介传播道德、媒介技术互动、媒介人身安全、媒介财产安全、媒介文化批判、媒介观点交互、媒介学习素养七个维度。经过EFA和CFA发现,结构效度良好。信度检验发现总量表的Cronbach's Alpha值为0.876,各个分量表的Cronbach's Alpha值范围在0.766到0.833之间,说明总量表和各分量表的内部一致性良好。总的量表折半信度0.736,说明量表测定内容具有一定的同源性。2.调查发现,在996名初中生被试群体中,平常使用最多的媒介依次是,手机、电脑、电视、其他、报纸、广播,占总人数的百分比分别是:73.2%、14.7%、5.9%、2.8%、2.7%、0.7%。媒介素养总分与平时看报纸的时间之间存在显著的正相关(p0.01),而与平时看电视时间、上网时间的关系不显著。3.除媒介观点交互、媒介学习素养外,媒介素养总分以及媒介传播道德、媒介技术交互、媒介人身安全、媒介财产安全、媒介文化批判,均在性别上有显著差异,女生在这些维度上的得分高于男生。4.不同年级的初中生在媒介传播道德、媒介财产安全得分上的差异显著,而媒介素养总分、媒介观点交互、媒介学习素养外,媒介技术交互、媒介人身安全、媒介文化批判的得分差异不显著。进一步的多重比较发现,八年级初中生的媒介传播道德得分显著高于九年级初中生,七年级初中生媒介人身安全得分显著高于八年级、九年级的初中生,八年级和九年级的初中生媒介财产安全上的得分显著低于七年级初中生。5.父亲不同学历的初中生在媒介技术交互得分上的差异显著。而媒介素养总分、媒介传播道德、媒介人身安全、媒介财产安全、媒介观点交互、媒介学习素养、媒介文化批判的得分差异不显著。6.母亲不同学历的初中生在媒介素养总分、媒介传播道德、媒介技术互动、媒介观点交互上的得分差异显著。而媒介人身安全、媒介财产安全、媒介学习素养、媒介文化批判的得分差异不显著。进一步多重比较发现:母亲初中学历的初中生媒介传播道德得分显著低于母亲学历是大学本科及以上的初中生。母亲小学学历的初中生媒介技术交互得分显著低于母亲初中学历、母亲高中学历、母亲大学本科及以上学历的初中生。
[Abstract]:Objective: to explore the dimension of media literacy and compile the media literacy scale for urban junior high school students. Methods: through literature review, expert evaluation and prediction questionnaire, 996 students from grade 7 to grade 9 were selected to compile the Media Literacy scale. At the same time, taking the city junior high school students as the investigation object, the paper studies the situation of the media literacy of the city junior high school students, and explores the factors that affect the media literacy. The result is 1: 1. Media literacy scale includes media communication morality, media technology interaction, media personal security, media property security, media culture criticism, media viewpoint interaction and media learning literacy. The results of EFA and CFA showed that the structure validity was good. The reliability test showed that the Cronbachs Alpha value of the total table was 0.876, and the Cronbachs Alpha value of each component table ranged from 0.766 to 0.833, which indicated that the internal consistency between the total quantity table and the subscale was good. The total half reliability of the scale was 0.736, indicating that the content of the scale had some homology. 2. 2. The survey found that among the 996 junior high school students, the most commonly used media were mobile phone, computer, television, other, newspaper, radio, and the percentage of the total number of people was 73.2%, respectively. There was a significant positive correlation between the total score of media literacy and the time of reading the newspaper in peacetime, but the relationship between the total score of media literacy and the time of watching TV and surfing the Internet was not significant. 3. In addition to media viewpoint interaction, media learning literacy, total score of media literacy, media communication morality, media technology interaction, media personal safety, media property safety, media culture criticism, there were significant differences in gender. Girls scored higher on these dimensions than boys. 4. Junior high school students in different grades have significant differences in media communication ethics and media property safety scores, while the total score of media literacy, media viewpoint interaction, media learning literacy, media technology interaction, media personal safety, There is no significant difference in the score of media culture criticism. Further multiple comparisons show that the score of media communication morality of junior high school students in grade eight is significantly higher than that of junior high school students in grade nine, and the score of media personal safety of junior high school students in grade seven is significantly higher than that of junior high school students in grade eight and grade nine. The score of media property security in grade 8 and grade 9 was significantly lower than that in grade 7. 5. There were significant differences in media technical interaction scores among junior high school students with different father's qualifications. But the total score of media literacy, media communication morality, media personal safety, media property security, media viewpoint interaction, media learning literacy, media culture criticism score is not significant. 6. There were significant differences in the total score of media literacy, media communication morality, media technology interaction and media viewpoint interaction among junior high school students with different mothers' qualifications. However, the scores of media personal safety, media property safety, media learning accomplishment and media culture criticism are not significant. Further more, it is found that the score of media communication morality of junior high school students with junior high school degree is significantly lower than that of junior high school students with mother degree. The scores of media technology interaction of junior high school students with mother's primary school education were significantly lower than those with mother's junior high school degree, mother's high school education, mother's undergraduate degree and above.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G206;G635.5

【参考文献】