發(fā)布時(shí)間：2018-08-07 15:39

【摘要】：目的:通過(guò)對(duì)網(wǎng)絡(luò)基本環(huán)境的調(diào)查,了解不同網(wǎng)絡(luò)群體性事件的報(bào)道情況及輿論爆發(fā)的影響;探討不同輿論導(dǎo)向下,網(wǎng)絡(luò)群體性事件對(duì)大學(xué)生情緒偏向的影響;探討健康網(wǎng)絡(luò)環(huán)境對(duì)大學(xué)生積極情緒導(dǎo)向的意義。方法:本文由兩部分研究組成,研究1:選取國(guó)內(nèi)當(dāng)前兩大知名資訊網(wǎng)站鳳凰網(wǎng)和新浪網(wǎng),對(duì)2014年1月1日至2014年9月30日發(fā)布的熱門(mén)專(zhuān)題(hot topic)進(jìn)行調(diào)查,收集網(wǎng)絡(luò)群體性事件;采用方便抽樣的方法,在遼寧省某大學(xué)隨機(jī)抽取32名學(xué)生,完成《網(wǎng)絡(luò)群體性事件調(diào)查問(wèn)卷》。研究2:采用2(性別:男生、女生)*3(輿論導(dǎo)向:正性評(píng)論、負(fù)性評(píng)論、無(wú)評(píng)論)*3(事件類(lèi)型:正性事件、負(fù)性事件、中性事件)的混合實(shí)驗(yàn)設(shè)計(jì),以整群抽樣法,抽取遼寧省某大學(xué)一年級(jí)學(xué)生300名,隨機(jī)分成3組:正性評(píng)論組、負(fù)性評(píng)論組和無(wú)評(píng)論組,每組各100人,男女生各50人。三組被試分別完成《情緒偏向自我報(bào)告問(wèn)卷無(wú)評(píng)論版》事件順序不同的6種問(wèn)卷、《情緒偏向自我報(bào)告問(wèn)卷負(fù)性評(píng)論版》事件順序不同的6種問(wèn)卷、《情緒偏向自我報(bào)告問(wèn)卷正性評(píng)論版》事件順序不同的6種問(wèn)卷。結(jié)果:研究1:(1)收集到的69件網(wǎng)絡(luò)群體性事件中:負(fù)性事件42件,中性事件18件,正性事件9件;并且不同類(lèi)型事件的數(shù)量存在極其顯著性差異(χ2=25.304,p0.001)。(2)大學(xué)生對(duì)不同類(lèi)型事件的熟悉度不存在顯著性差異(χ2=0.341,p0.05)。研究2:(1)實(shí)驗(yàn)前對(duì)大學(xué)生基本情緒進(jìn)行檢驗(yàn),結(jié)果表明各組被試情緒反應(yīng)不存在顯著性差異(F=0.213,p0.05);性別不同被試情緒反應(yīng)不存在顯著性差異(t=0.133,p0.05)。(2)對(duì)情緒反應(yīng)得分進(jìn)行重復(fù)測(cè)量方差分析,研究結(jié)果表明事件類(lèi)型的主效應(yīng)顯著(F=290.576,p0.001);輿論導(dǎo)向的主效應(yīng)顯著(F=19.527,p0.001);性別的主效應(yīng)顯著(F=5.983,p0.05);事件類(lèi)型與輿論導(dǎo)向之間存在交互作用(F=7.557,p0.001)。(3)對(duì)情緒反應(yīng)強(qiáng)度得分進(jìn)行重復(fù)測(cè)量方差分析,研究結(jié)果表明事件類(lèi)型的主效應(yīng)顯著(F=113.715,p0.001);輿論導(dǎo)向的主效應(yīng)不顯著(F=2.713,p0.05);性別的主效應(yīng)不顯著(F=1.329,p0.05);事件類(lèi)型與輿論導(dǎo)向之間存在著顯著的交互作用(F=4.469,p0.05);事件類(lèi)型與性別之間存在顯著的交互作用(F=8.289,p0.005)。結(jié)論:(1)網(wǎng)絡(luò)媒體更傾向于報(bào)道負(fù)性網(wǎng)絡(luò)群體性事件。(2)事件類(lèi)型、輿論導(dǎo)向及性別對(duì)大學(xué)生情緒反應(yīng)偏向均存在影響;且事件類(lèi)型與輿論導(dǎo)向?qū)Υ髮W(xué)生的情緒反應(yīng)存在相互影響。(3)事件類(lèi)型及輿論導(dǎo)向?qū)Υ髮W(xué)生的情緒反應(yīng)強(qiáng)度均存在影響;且事件類(lèi)型與輿論導(dǎo)向?qū)Υ髮W(xué)生的情緒反應(yīng)強(qiáng)度存在相互影響;事件類(lèi)型與性別對(duì)大學(xué)生的情緒反應(yīng)強(qiáng)度存在相互影響。
[Abstract]:Objective: through the investigation of the basic network environment, to understand the reports of different network group events and the influence of the public opinion explosion, and to explore the influence of the network group events on the college students' emotional bias under the different public opinion guidance. To explore the significance of healthy network environment to positive emotional orientation of college students. Methods: this paper consists of two parts of research, study 1: select Phoenix New Media and Sina.com, two well-known information websites in China, investigate the hot topic (hot topic) published from January 1, 2014 to September 30, 2014, and collect the network group events; By using the convenient sampling method, 32 students were randomly selected from a university in Liaoning province, and the questionnaire of network group events was completed. Study 2: adopt the mixed experimental design of 2 (sex: male, female) 3 (opinion orientation: positive comment, negative comment, no comment) and 3 (event type: positive event, negative event, neutral event), cluster sampling method, A total of 300 freshmen from a university in Liaoning Province were randomly divided into three groups: positive comment group negative comment group and no comment group with 100 students in each group and 50 male and female students in each group. The three groups completed 6 questionnaires with different order of "emotional bias self-report questionnaire without comment version", < "emotional bias self-report questionnaire negative comment version" > "emotional bias self-reporting questionnaire" > "emotional bias self-reporting questionnaire". Positive comment version of report questionnaire > 6 kinds of questionnaires with different order of events. Results: (1) 69 network group events were collected: negative events (42), neutral events (18) and positive events (9); Moreover, there was significant difference in the number of different types of events (蠂 ~ 2, 25.304, p 0.001). (_ 2). There was no significant difference in the familiarity of college students with different types of events (蠂 ~ 2 / 0.341 / p ~ (0.05). Study 2: (1) the basic emotion of college students was tested before the experiment. The results showed that there was no significant difference in emotional response among the three groups (F0. 213, p0. 05), and there was no significant difference in emotional response among different sex subjects (t = 0. 133, p0. 05). (2), and the scores of emotional response were measured repeatedly by ANOVA. The results showed that the main effect of event type was significant (F290.576p0.001), the main effect of public opinion was significant (F19.527p0.001), the main effect of gender was significant (F5.983p0.05), and the interaction between event type and public opinion orientation (FF7.557p0.001). (3) was used to measure the scores of emotional response intensity repeatedly. The results showed that the main effect of event type was significant (F113.715p0.001); the main effect of public opinion guidance was not significant (FF2.713p0.05); the main effect of gender was not significant (F1.329p0.05); there was a significant interaction between event type and public opinion orientation (FF4.469p0.05); and between event type and sex. There was significant interaction (FV 8.289, p 0.005). Conclusion: (1) Internet media are more inclined to report negative online mass events. (2) the types of events, public opinion orientation and gender have influence on the emotional reaction bias of college students. And the event type and the public opinion direction have the mutual influence to the university student's emotion reaction. (3) the event type and the public opinion direction have the influence to the university student's emotion reaction intensity; The event type and public opinion orientation have mutual influence on the emotional reaction intensity of college students, and the event type and gender have mutual influence on the emotional reaction intensity of college students.
【學(xué)位授予單位】：大連醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：B842.6

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