本文選題：媒介素養(yǎng) + 城市初中生　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：目的:探索媒介素養(yǎng)的維度,編制城市初中生媒介素養(yǎng)量表。方法:本研究通過文獻(xiàn)查閱、專家評(píng)估、預(yù)測問卷施測,以996名七年級(jí)到九年級(jí)學(xué)生為被試,編制了媒介素養(yǎng)量表。同時(shí)以城市初中生為調(diào)查對(duì)象,研究了城市初中生媒介素養(yǎng)的狀況,探索了影響媒介素養(yǎng)的因素。結(jié)果:1.媒介素養(yǎng)量表包括媒介傳播道德、媒介技術(shù)互動(dòng)、媒介人身安全、媒介財(cái)產(chǎn)安全、媒介文化批判、媒介觀點(diǎn)交互、媒介學(xué)習(xí)素養(yǎng)七個(gè)維度。經(jīng)過EFA和CFA發(fā)現(xiàn),結(jié)構(gòu)效度良好。信度檢驗(yàn)發(fā)現(xiàn)總量表的Cronbach's Alpha值為0.876,各個(gè)分量表的Cronbach's Alpha值范圍在0.766到0.833之間,說明總量表和各分量表的內(nèi)部一致性良好。總的量表折半信度0.736,說明量表測定內(nèi)容具有一定的同源性。2.調(diào)查發(fā)現(xiàn),在996名初中生被試群體中,平常使用最多的媒介依次是,手機(jī)、電腦、電視、其他、報(bào)紙、廣播,占總?cè)藬?shù)的百分比分別是:73.2%、14.7%、5.9%、2.8%、2.7%、0.7%。媒介素養(yǎng)總分與平時(shí)看報(bào)紙的時(shí)間之間存在顯著的正相關(guān)(p0.01),而與平時(shí)看電視時(shí)間、上網(wǎng)時(shí)間的關(guān)系不顯著。3.除媒介觀點(diǎn)交互、媒介學(xué)習(xí)素養(yǎng)外,媒介素養(yǎng)總分以及媒介傳播道德、媒介技術(shù)交互、媒介人身安全、媒介財(cái)產(chǎn)安全、媒介文化批判,均在性別上有顯著差異,女生在這些維度上的得分高于男生。4.不同年級(jí)的初中生在媒介傳播道德、媒介財(cái)產(chǎn)安全得分上的差異顯著,而媒介素養(yǎng)總分、媒介觀點(diǎn)交互、媒介學(xué)習(xí)素養(yǎng)外,媒介技術(shù)交互、媒介人身安全、媒介文化批判的得分差異不顯著。進(jìn)一步的多重比較發(fā)現(xiàn),八年級(jí)初中生的媒介傳播道德得分顯著高于九年級(jí)初中生,七年級(jí)初中生媒介人身安全得分顯著高于八年級(jí)、九年級(jí)的初中生,八年級(jí)和九年級(jí)的初中生媒介財(cái)產(chǎn)安全上的得分顯著低于七年級(jí)初中生。5.父親不同學(xué)歷的初中生在媒介技術(shù)交互得分上的差異顯著。而媒介素養(yǎng)總分、媒介傳播道德、媒介人身安全、媒介財(cái)產(chǎn)安全、媒介觀點(diǎn)交互、媒介學(xué)習(xí)素養(yǎng)、媒介文化批判的得分差異不顯著。6.母親不同學(xué)歷的初中生在媒介素養(yǎng)總分、媒介傳播道德、媒介技術(shù)互動(dòng)、媒介觀點(diǎn)交互上的得分差異顯著。而媒介人身安全、媒介財(cái)產(chǎn)安全、媒介學(xué)習(xí)素養(yǎng)、媒介文化批判的得分差異不顯著。進(jìn)一步多重比較發(fā)現(xiàn):母親初中學(xué)歷的初中生媒介傳播道德得分顯著低于母親學(xué)歷是大學(xué)本科及以上的初中生。母親小學(xué)學(xué)歷的初中生媒介技術(shù)交互得分顯著低于母親初中學(xué)歷、母親高中學(xué)歷、母親大學(xué)本科及以上學(xué)歷的初中生。
[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.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G206;G635.5

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本文編號(hào)：1962858