一种基于理论的青少年对媒介素养干预反应的测量方法。
A Theory-Grounded Measure of Adolescents' Response to a Media Literacy Intervention.
作者信息
Greene Kathryn, Yanovitzky Itzhak, Carpenter Amanda, Banerjee Smita C, Magsamen-Conrad Kate, Hecht Michael L, Elek Elvira
机构信息
Rutgers University.
Rutgers University - New Brunswick/Piscataway.
出版信息
J Media Lit Educ. 2015;7(2):35-49.
Abstract
Media literacy interventions offer promising avenues for the prevention of risky health behaviors among children and adolescents, but current literature remains largely equivocal about their efficacy. The primary objective of this study was to develop and test theoretically-grounded measures of audiences' degree of engagement with the content of media literacy programs based on the recognition that engagement (and not participation per se) can better explain and predict individual variations in the effects of these programs. We tested the validity and reliability of a measure of engagement with two different samples of 10 grade high school students who participated in a pilot and actual test of a brief media literacy curriculum. Four message evaluation factors (involvement, perceived novelty, critical thinking, personal reflection) emerged and demonstrate acceptable reliability.
摘要
媒介素养干预为预防儿童和青少年的危险健康行为提供了有前景的途径，但目前的文献在其效果方面仍大多模棱两可。本研究的主要目的是基于这样一种认识，即参与度（而非参与本身）能更好地解释和预测这些项目效果的个体差异，来开发并测试基于理论的受众对媒介素养项目内容的参与程度的测量方法。我们用参与简短媒介素养课程试点和实际测试的两个不同样本的十年级高中生，测试了一种参与度测量方法的有效性和可靠性。四个信息评估因素（参与度、感知新颖性、批判性思维、个人反思）出现并显示出可接受的可靠性。
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