{"title":"The Relationship Between University Students' Use of Social Networks and Their Political Knowledge and Activity","authors":"Jian Li, Zhaojie Wang, Shubin Zhao","doi":"10.1111/jcal.13104","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>In today's high-tech society, the relationship between social networks and the formation of political orientation and socio-political activity within the student environment has become a key subject of research.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>The aim of this article is to investigate the correlations between the influence of various social media platforms, the level of political orientation and the degree of socio-political engagement among university students.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A cross-sectional design was employed to understand the influence of social networks on political orientation and socio-political activity and socio-political activity. Political orientation and socio-political activity tests were applied to provide objective data for further analysis. The research findings indicate an equally positive correlation between Facebook and Instagram with students' levels of political orientation and socio-political activity, whereas a weaker correlation was observed with TikTok.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>Prospects for future research may include a more profound analysis of the relationships between types of content and political orientation and socio-political activity, as well as the study of the dynamics of changes in the influence of social networks at different stages of education and personality development.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 1","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13104","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Background
In today's high-tech society, the relationship between social networks and the formation of political orientation and socio-political activity within the student environment has become a key subject of research.
Objectives
The aim of this article is to investigate the correlations between the influence of various social media platforms, the level of political orientation and the degree of socio-political engagement among university students.
Methods
A cross-sectional design was employed to understand the influence of social networks on political orientation and socio-political activity and socio-political activity. Political orientation and socio-political activity tests were applied to provide objective data for further analysis. The research findings indicate an equally positive correlation between Facebook and Instagram with students' levels of political orientation and socio-political activity, whereas a weaker correlation was observed with TikTok.
Results and Conclusions
Prospects for future research may include a more profound analysis of the relationships between types of content and political orientation and socio-political activity, as well as the study of the dynamics of changes in the influence of social networks at different stages of education and personality development.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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