自媒体下大学生网络法律意识影响因素及培育策略

The Influencing Factors and Cultivation Strategies of College Students’ Online Legal Awareness in the Context of Self-Media

摘要: 自媒体复杂的信息环境容易弱化大学生的网络法治认知，深度上网的大学生也面临多重网络风险。为探索适配自媒体场景的大学生网络法律意识长效培育路径，本文以班杜拉社会学习理论、计划行为理论为支撑构建培育分析模型，基于600份大学生问卷开展实证分析。首先，通过相关性分析与多分类Logistic回归，识别影响大学生网络法律意识培育效果的核心变量，发现主动学习意愿是推动培育成效的唯一核心正向因素；其次，通过中介效应检验，剖析变量间的间接影响关系，证实校内法治活动收获能够在主动学习意愿与网络法律意识提升之间发挥部分中介作用；最后，通过结构方程模型对整体研究假设与变量拟合效果进行验证，结果显示网络法律认知与网络行为素养能够显著解释整体培育成效。研究发现，自媒体使用质量远重于时长，内在学习动机、校园普法实践是培育关键抓手。由此本文从高校法治课堂、校园普法活动、学生自主学习、平台内容治理四个层面提出精准培育策略，为高校网络法治思政教育提供实践参考。

Abstract: The complex information environment of self-media can weaken college students’ awareness of online legal governance, and college students who surf the internet deeply also face multiple online risks. To explore a long-term cultivation path for college students’ online legal awareness suitable for the self-media scenario, this paper builds a cultivation analysis model based on Bandura’s social learning theory and the Theory of Planned Behavior, and conducts an empirical analysis using 600 college student questionnaires. Firstly, through correlation analysis and multinomial Logistic regression, the core variables that affect the cultivation effect of college students’ online legal awareness are identified, and it is found that the willingness to actively learn is the only core positive factor that promotes the cultivation effect; Secondly, through the mediation effect test, the indirect influence relationship between variables is analyzed, and it is confirmed that the gains from internal legal activities in the campus can play a partial mediating role between the willingness to actively learn and the improvement of online legal awareness; Finally, the structural equation model is used to verify the overall research hypotheses and variable fitting effects, and the results show that online legal cognition and online behavioral literacy can significantly explain the overall cultivation effect. The study finds that the quality of self-media usage is far more important than the duration, and intrinsic learning motivation and campus legal education practices are the key focuses for cultivation. Therefore, this paper proposes precise cultivation strategies from four levels: university legal education classes, campus legal education activities, student autonomous learning, and platform content governance, providing practical references for university online legal ideological and political education.