微博学生用户的交互行为与人格特征的关系研究  

The Relationship between Microblog Users' Interactive Behavior and Personality Features

作　　者：汪向征[1] 曹军[1] 焦建利[2] 

机构地区：[1]安阳师范学院教育信息技术与传媒学院,河南安阳455002 [2]华南师范大学教育信息技术学院,广东广州510631

出　　处：《远程教育杂志》2012年第6期39-44,共6页Journal of Distance Education

基　　金：河南省教育科学"十二五"规划课题"社会性网络对大学生学习方式的影响研究"(编号:[2012]-JKGHAB-0041)的研究成果之一;河南省"教育技术学"特色专业建设项目(编号:教高〔2010〕189号)资助

摘　　要：交互行为是衡量在线学习者学习质量的重要因素,大量研究表明,用户的人格特征对其网络行为有预测作用。需要以微博学生用户为样本,分析用户交互行为与人格特征的关系。研究结果表明:卡特尔16项人格特征中,幻想性与转发行为负相关,实验性、有恒性对评论行为有正向预测作用,聪慧性对评论行为有负向预测作用,@或私信行为与实验性正相关,与有恒性负相关。交互行为层级不临近的用户人格有显著差异,并反映在乐群性、世故性和创造力上;恃强性人格对高水平的信息交互有正向的预测作用,世故性人格对高水平的交互行为有正向预测作用。从整体来看,用户的关注行为与16项人格特征均无关,但深层次的交互行为与人格特征之间存在相关性。Interactive behavior is an important factor to measure learning quality of online learners. A large number of studies have shown that the users＇ personality features can predict their network behavior. The study analyzes the relationship between the interactive behavior and personality features among the students using microblog. The results show that, in Cartel 16 personality features, fantasy has negative correlation with forwarding behavior, experimental as well as persistency positively predict comment behavior, intelligence negatively predicts comment behavior, the @ or private letter has positive correlation with experimental but has negative correlation with persistency. When users＇ interactive behavior levels are not similar, their personalities have significant differences in the aspects of gregariousness, sophistication and creativity. Dominant personality and sophisticated personality positively predict a high-level information interaction. Overall, users＇ attention behaviors are unrelated with the 16 personality features, but the deep-level interactive behavior has certain correlation with personality features.

关 键 词：微博 交互行为 人格特征 行为动机 SNS平台 SNS应用 微博的教育应用 

分 类 号：G434[文化科学—教育学]