基于质性分析的网络社会排斥前因机制探究  

The Antecedent Mechanism of Cyber-ostracism Based on Qualitative Analysis

作　　者：秦萌萌 孙倩 邵爱国[1] QIN Mengmeng;SUN Qian;SHAO Aiguo(School of Education,Suzhou University of Science and Technology,Suzhou 215009,China)

机构地区：[1]苏州科技大学教育学院,苏州215009

出　　处：《心理技术与应用》2025年第1期35-43,共9页Psychology(Techniques and Applications)

基　　金：教育部人文社会科学青年基金项目(23YJC190020);江苏省教育科学规划重点项目(B/2023/01/01);江苏省高等学校大学生创新创业训练计划(202310332086Y)。

摘　　要：运用扎根理论,借助NVivo软件对国内文献、网络热帖评论及深度访谈资料进行质性分析,探讨网络社会排斥的前因机制。结果发现,网络环境对互动对象社会排斥行为的归因倾向是影响网络社会排斥的关键因素,特别是形象意识高的个体,其拒绝敏感性强,更容易作出消极归因并陷入自我否定,消极情绪增加,从而加剧了网络社会排斥。而个体向往情绪的增多、高质量的现实人际关系及与互动对象紧密的现实关系距离则能减少对互动对象行为的消极归因,有助于缓解或预防网络社会排斥。此外,网络发展、网络特征及使用特征也在一定程度上催生了网络社会排斥。研究结果能为后续实证研究提供理论研究框架,为治理网络社会排斥问题提供有益参考。Based on the basis of grounded theory,the present study conducted a qualitative analysis using NVivo software,to explore the antecedent mechanism of cyber-ostracism.The analysis encompassed research papers,in-depth interviews,and social media posts.The results showed that attribution tendency toward sthe excluder is a crucial factor influencing cyber-ostracism within the online interaction context.Notably,individuals with a high image consciousness might exhibit strong rejection sensitivity,making them more prone to negative attribution and falling into self-denial.This,in turn,leads to an increase in negative emotions,thereby exacerbating cyber-ostracism.Conversely,increasing sense of appreciation,high-quality real-life interpersonal relationships and a close real-life relational distance with interaction partners can reduce negative attributions towards the excluder,helping to alleviate or prevent cyber-ostracism.Additionally,network development,network characteristics,and usage characteristics also contribute to the occurrence of cyber-ostracism to a certain extent.The findings of the study not only provide a theoretical research framework for subsequent empirical research but also offer valuable insights for addressing issues of cyber-ostracism.

关 键 词：网络社会排斥 影响因素 归因倾向 质性分析 

分 类 号：B841[哲学宗教—基础心理学]