Objectives:The addiction of the student population to short-form video platforms such as TikTok(Douyin)is becoming increasingly apparent and is rapidly expanding.This emerging addiction is also believed to have negati...Objectives:The addiction of the student population to short-form video platforms such as TikTok(Douyin)is becoming increasingly apparent and is rapidly expanding.This emerging addiction is also believed to have negative impacts on students’academic,social,and emotional well-being.Consequently,video addiction has become an important public health issue on campuses around the world.Therefore,this study aimed to investigate the relationship between two types of TikTok addiction(video and live streaming)and social and emotional learning(SEL),including self-awareness,self-management,social awareness,relationship skills,and responsible decision-making.Methods:Previous research has indicated that some students at vocational colleges become addicted to short-form videos.Accordingly,this study employed a snowball sampling method to survey students at vocational institutions across China.A total of 563 valid responses were obtained,yielding an effective response rate of 84.66%.The mean age of participants was 20.20 years old(SD=1.36).Data were validated with structural equation modeling.Results:Results showed that both video content addiction and live-streaming content addiction negatively correlatedwith all five dimensions of SEL.This also represents that all 10 hypotheses are valid and significant at p<0.001.Theeffect sizes ranged from 0.48 to 0.54,which represents larger effect sizes.Notably,TikTok addiction showed the strongest explanatory power for self-awareness.This indicates that higher levels of addiction to either video or live-streaming content are associatedwith poorer performance across all facets of social and emotional learning,including self-awareness,emotion regulation,interpersonal relationships,sense of responsibility,and empathy.Conclusion:This study found that TikTok addicts entered a state of ego depletion due to impaired self-regulation.This depletion then caused their subsequent self-control efforts during learning to fail.Our results also support the ego depletion theory,which posits that engaging in self-regulatory behaviors consumes limited self-control resources and can trigger a range of complex cognitive,emotional,and behavioral problems.This result also draws attention to the negative consequences of excessive use of short videos for social awareness and emotional performance.展开更多
Background:With the global popularity of short videos,particularly among young people,short video addiction has become a worrying phenomenon that poses significant risks to individual health and adaptability.Self-regu...Background:With the global popularity of short videos,particularly among young people,short video addiction has become a worrying phenomenon that poses significant risks to individual health and adaptability.Self-regulated learning(SRL)strategies are key factors in predicting learning outcomes.This study,based on the SRL theory,uses short video addiction as the independent variable,SRL strategies as the mediating variable,and learning well-being as the outcome variable,aiming to reveal the relationships among short video addiction,self-regulated learning,and learning well-being among Chinese college students.Methods:Using a cross-sectional study design and applying the snowball sampling technique,an online survey was administered to Chinese undergraduate students.A total of 706 valid questionnaires were collected,with an effective response rate of 85.7%.The average age of the participants was 20.5 years.Results:The results of structural equation modeling indicate that 7 hypotheses were supported.Short video addiction was negatively correlated with self-regulated learning strategies(preparatory,performance,and appraisal strategy),while SRL strategies were positively correlated with learning well-being.Additionally,short video addiction had a mediating effect on learning well-being through the three types of SRL strategies.The three types of SRL strategies explained 39%of the variance in learning well-being.Conclusion:Previous research has typically focused on the impact of self-regulated learning strategies on media addiction or problematic media use.This study,based on the SRL model,highlights the negative issues caused by short video addiction and emphasizes the importance of cultivating self-regulation abilities and media literacy.Short video addiction stems from failures in trait self-regulation,which naturally impairs the ability to effectively engage in self-regulation during the learning process.This study confirms and underscores that the SRL model can serve as an effective theoretical framework for helping students prevent short video addiction,engage in high-quality learning,and consequently enhance their learning well-being.展开更多
基金supported by the First-Class Education Discipline Development of Beijing Normal University(Grant Numbers:YLXKPY-XSDW202408,YLXKPY-ZYSB202201).
文摘Objectives:The addiction of the student population to short-form video platforms such as TikTok(Douyin)is becoming increasingly apparent and is rapidly expanding.This emerging addiction is also believed to have negative impacts on students’academic,social,and emotional well-being.Consequently,video addiction has become an important public health issue on campuses around the world.Therefore,this study aimed to investigate the relationship between two types of TikTok addiction(video and live streaming)and social and emotional learning(SEL),including self-awareness,self-management,social awareness,relationship skills,and responsible decision-making.Methods:Previous research has indicated that some students at vocational colleges become addicted to short-form videos.Accordingly,this study employed a snowball sampling method to survey students at vocational institutions across China.A total of 563 valid responses were obtained,yielding an effective response rate of 84.66%.The mean age of participants was 20.20 years old(SD=1.36).Data were validated with structural equation modeling.Results:Results showed that both video content addiction and live-streaming content addiction negatively correlatedwith all five dimensions of SEL.This also represents that all 10 hypotheses are valid and significant at p<0.001.Theeffect sizes ranged from 0.48 to 0.54,which represents larger effect sizes.Notably,TikTok addiction showed the strongest explanatory power for self-awareness.This indicates that higher levels of addiction to either video or live-streaming content are associatedwith poorer performance across all facets of social and emotional learning,including self-awareness,emotion regulation,interpersonal relationships,sense of responsibility,and empathy.Conclusion:This study found that TikTok addicts entered a state of ego depletion due to impaired self-regulation.This depletion then caused their subsequent self-control efforts during learning to fail.Our results also support the ego depletion theory,which posits that engaging in self-regulatory behaviors consumes limited self-control resources and can trigger a range of complex cognitive,emotional,and behavioral problems.This result also draws attention to the negative consequences of excessive use of short videos for social awareness and emotional performance.
基金supported by Fundamental Research Funds for the Central Universities in China(Grant Number:2022NTSS52)First-Class Education Discipline Development of Beijing Normal University:Excellence Action Project(Grant Number:YLXKPYXSDW202408)Beijing Institute of Education 2024 Youth Research Projects“Research on the Transformation of Training Aimed at Improving the Work of School Principals in the Capital”(Grant Number:QZ2024-02).
文摘Background:With the global popularity of short videos,particularly among young people,short video addiction has become a worrying phenomenon that poses significant risks to individual health and adaptability.Self-regulated learning(SRL)strategies are key factors in predicting learning outcomes.This study,based on the SRL theory,uses short video addiction as the independent variable,SRL strategies as the mediating variable,and learning well-being as the outcome variable,aiming to reveal the relationships among short video addiction,self-regulated learning,and learning well-being among Chinese college students.Methods:Using a cross-sectional study design and applying the snowball sampling technique,an online survey was administered to Chinese undergraduate students.A total of 706 valid questionnaires were collected,with an effective response rate of 85.7%.The average age of the participants was 20.5 years.Results:The results of structural equation modeling indicate that 7 hypotheses were supported.Short video addiction was negatively correlated with self-regulated learning strategies(preparatory,performance,and appraisal strategy),while SRL strategies were positively correlated with learning well-being.Additionally,short video addiction had a mediating effect on learning well-being through the three types of SRL strategies.The three types of SRL strategies explained 39%of the variance in learning well-being.Conclusion:Previous research has typically focused on the impact of self-regulated learning strategies on media addiction or problematic media use.This study,based on the SRL model,highlights the negative issues caused by short video addiction and emphasizes the importance of cultivating self-regulation abilities and media literacy.Short video addiction stems from failures in trait self-regulation,which naturally impairs the ability to effectively engage in self-regulation during the learning process.This study confirms and underscores that the SRL model can serve as an effective theoretical framework for helping students prevent short video addiction,engage in high-quality learning,and consequently enhance their learning well-being.
