社交媒体信息过载对大学生数字囤积行为的影响：感知有用性的中介作用

The Impact of Social Media Information Overload on College Students’ Digital Hoarding Behavior: The Mediating Role of Perceived Usefulness

摘要: 本研究旨在探讨社交媒体信息过载对大学生数字囤积行为的影响及感知有用性的中介作用。基于S-O-R (刺激–机体–反应)模型与认知负荷理论，采用数字囤积行为量表、社交媒体信息超载量表及感知有用性量表，对364名大学生进行问卷调查。结果表明：(1) 社交媒体信息过载对数字囤积行为具有显著的正向预测作用；(2) 感知有用性在两者间起部分中介作用，即社交媒体信息过载不仅直接正向影响数字囤积行为，还能通过增强感知有用性间接强化数字囤积行为。同时，数字囤积行为在高校层次、年级、性别和专业类别上存在显著差异。本研究结果可为理解大学生数字囤积行为的形成机制提供实证依据，也为高校开展数字信息素养教育、引导学生理性管理数字资源提供实践参考。

Abstract: This study aimed to investigate the impact of social media information overload on college students’ digital hoarding behavior and the mediating role of perceived usefulness. Grounded in the S-O-R (Stimulus-Organism-Response) model and cognitive load theory, a survey was conducted among 364 college students using the Digital Hoarding Behavior Scale, the Social Media Information Overload Scale, and the Perceived Usefulness Scale. The results indicated that: (1) Social media information overload had a significant positive predictive effect on digital hoarding behavior; (2) Perceived usefulness played a partial mediating role between the two, meaning that social media information overload not only directly and positively influenced digital hoarding behavior but also indirectly intensified such behavior by enhancing perceived usefulness. Additionally, significant differences in digital hoarding behavior were found across different types of higher education institutions, grades, genders, and academic majors. These findings provide empirical evidence for understanding the formation mechanism of college students’ digital hoarding behavior and offer practical implications for universities in delivering digital information literacy education and guiding students toward rational management of digital resources.