数字化时代青少年娱乐行为与学业发展的共生困境

The Symbiotic Dilemma of Adolescent Entertainment Behaviors and Academic Development in the Digital Age

摘要: 目的：探究数字化背景下青少年二次元文化接触与电子游戏成瘾程度对高考成绩的影响机制。方法：本研究采用问卷调查法，以中国628名高校学生为研究对象，使用抑郁自评量表(Self-Rating Depression Scale, SDS)和自编人口学及相关信息量表作为研究工具，采用SPSS进行描述性统计和回归检验分析。结果发现：(1) 二次元文化接触时间与高考成绩显著正相关(B = 26.59, t = 6.92, p < .001)；(2) 电子游戏成瘾程度与高考成绩显著负相关(B = –13.75, t = –5.24, p < .001)。结论：适度接触二次元文化可以显著正向预测青少年的高考成绩，而电子游戏成瘾程度对青少年的高考成绩有显著的负向效应。结论表明，适度接触二次元可能通过正向叙事激发学习动机，而电子游戏成瘾则挤占认知资源，导致学业下滑。研究结果启发家庭与教育者精细化引导数字娱乐行为，平衡其认知促进与风险管控，助力青少年学业发展。

Abstract: Aim: Exploring the ınfluencing mechanisms of adolescents’ exposure to anime/manga culture and severity of video game addiction on college entrance exam performance in the digital context. Method: This study employed a questionnaire survey method, with 628 college students from China as research subjects. The Self-Rating Depression Scale (SDS) and a self-developed demographic and related information scale were used as research tools. Descriptive statistics and regression analysis were performed using SPSS. Results: (1) The duration of exposure to anime/manga culture was significantly positively correlated with college entrance exam performance (B = 26.59, t = 6.92, p < .001); (2) The severity of Internet game addiction was significantly negatively correlated with college entrance exam performance (B = –13.75, t = –5.24, p < .001). Conclusion: Moderate exposure to anime/manga culture can significantly positively predict adolescents’ college entrance exam performance, while the severity of Internet game addiction exerts a significant negative effect on their exam outcomes. These findings suggest that moderate exposure to anime/manga may stimulate learning motivation through positive narratives, whereas Internet game addiction occupies cognitive resources, leading to academic decline. The results highlight the need for families and educators to provide refined guidance on digital entertainment behaviors, balancing their cognitive benefits with risk management to facilitate adolescents' academic development.