本文選題：媒介素養(yǎng) + 城市初中生��； 參考：《山東師范大學》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:本研究通過文獻查閱、專家評估、預測問卷施測,以996名七年級到九年級學生為被試,編制了媒介素養(yǎng)量表。同時以城市初中生為調查對象,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。結果:1.媒介素養(yǎng)量表包括媒介傳播道德、媒介技術互動、媒介人身安全、媒介財產安全、媒介文化批判、媒介觀點交互、媒介學習素養(yǎng)七個維度。經過EFA和CFA發(fā)現(xiàn),結構效度良好。信度檢驗發(fā)現(xiàn)總量表的Cronbach's Alpha值為0.876,各個分量表的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部一致性良好�？偟牧勘碚郯胄哦�0.736,說明量表測定內容具有一定的同源性。2.調查發(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、電腦、電視、其他、報紙、廣播,占總人數(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)總分與平時看報紙的時間之間存在顯著的正相關(p0.01),而與平時看電視時間、上網時間的關系不顯著。3.除媒介觀點交互、媒介學習素養(yǎng)外,媒介素養(yǎng)總分以及媒介傳播道德、媒介技術交互、媒介人身安全、媒介財產安全、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.不同年級的初中生在媒介傳播道德、媒介財產安全得分上的差異顯著,而媒介素養(yǎng)總分、媒介觀點交互、媒介學習素養(yǎng)外,媒介技術交互、媒介人身安全、媒介文化批判的得分差異不顯著。進一步的多重比較發(fā)現(xiàn),八年級初中生的媒介傳播道德得分顯著高于九年級初中生,七年級初中生媒介人身安全得分顯著高于八年級、九年級的初中生,八年級和九年級的初中生媒介財產安全上的得分顯著低于七年級初中生。5.父親不同學歷的初中生在媒介技術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、媒介財產安全、媒介觀點交互、媒介學習素養(yǎng)、媒介文化批判的得分差異不顯著。6.母親不同學歷的初中生在媒介素養(yǎng)總分、媒介傳播道德、媒介技術互動、媒介觀點交互上的得分差異顯著。而媒介人身安全、媒介財產安全、媒介學習素養(yǎng)、媒介文化批判的得分差異不顯著。進一步多重比較發(fā)現(xiàn):母親初中學歷的初中生媒介傳播道德得分顯著低于母親學歷是大學本科及以上的初中生。母親小學學歷的初中生媒介技術交互得分顯著低于母親初中學歷、母親高中學歷、母親大學本科及以上學歷的初中生。
[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.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G206;G635.5

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