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目的探讨大学生网络使用动机与其人格特征、自我和谐的关系。方法采用大学生互联网使用动机量表(IUMSCS)、卡特尔16种人格因素测验(16PF)和自我和谐量表(SCCS)对462大学生进行统计分析。结果信息获取性动机三年级学生显著高于二年级学生(t=4.688,P<0.001);信息获取性动机与人格中稳定性、内向与外向因素等正相关,与紧张性、自我灵活性等负相关;人际情感动机与恃强性、兴奋性等正相关(P<0.040～0.001)。回归分析表明:紧张性、内向与外向及自我灵活性、自律性可以解释信息获取性动机10.1%的变异(t=-3.00,-3.14,2.77;P<0.002～0.007);人际情感性动机的6.6%变异可以用恃强性、适应与焦虑等来解释(t=4.48,3.16,-2.27;P<0.001～0.024)。结论高紧张性、自我灵活性抑制信息获取性动机,内向与外向、自律性高分者利于信息获取性动机的强化;高恃强性、高适应与焦虑以及新环境不适应者可促使人际情感动机的提升。
Objective To explore the relationship between internet use motivation and personality traits and self-harmony among college students. Methods A total of 462 college students were analyzed by using IUMSCS, 16 Cartel Fatalities Tests (16PF) and Self-consistency Scales (SCCS). Results The information acquisition motivation of third grade students was significantly higher than that of second grade students (t = 4.688, P <0.001). The motivation of information acquisition was positively correlated with the personality stability, introversion and extroversion factors, and the tension and self flexibility Negative correlation; interpersonal emotional motivation and bullying, excitability and other positive correlation (P <0.040 ~ 0.001). Regression analysis showed that: tense, introversion and extroversion and self-flexibility and self-discipline can explain 10.1% variation of information acquisition motivation (t = -3.00, -3.14, 2.77; P <0.002-0.007); interpersonal emotional motivation 6.6% variation can be explained by bullying, accommodation and anxiety (t = 4.48,3.16, -2.27; P <0.001 ~ 0.024). Conclusions High tension and self-flexibility inhibit information acquisition motivation, introversion and extroversion, and self-discipline high scores are conducive to the strengthening of information-seeking motivation; strong parental high adaption and anxiety as well as the new environment can promote the interpersonal feelings Motivation to upgrade.