人格特征与网络使用动机研究

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。

Research On the Internet Use Motives and Personality

Objective To explore relationships between internet use motives and undergraduates＇ personality,self consistency and congruence.Methods A total of 462 students were asked to finish questionnaires of IUMS CS and 16PF and SCCS.Results Information-acquisition motives of third-grade undergraduates were significantly higher than sophomores（t=4.688,P0.000）;The information-acquisition motives had obvious positive correlation with factors of the stability,internal and external,and negative correlation with tension,self-flexibility etc;The social-affective motives had obvious positive correlation with the dominance,excitement etc（P0.040～0.000）;The regression analysis showed that 10.1% of the information-acquisition motives differences could be explained by the tension,internal and external,flexibility of self and self-discipline（t=-3.00,-3.14,2.77;P0.002～0.007）and that 6.6% of the social-affective motives differences could be explained by the dominance,adaptation and anxiety etc（t=4.48,3.16,-2.27;P0.000～0.024）.Conclusion The high-tension,flexibility of self inhibit information-acquisition motive;The high internal and external and self-discipline promote information-acquisition motive;The high dominance,adaptation and anxiety and those who are unsuited to the new environment promote social-affective motives.