<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">EDTR</journal-id><journal-title-group><journal-title>Educational Theory Observation</journal-title></journal-title-group><issn>2995-5017</issn><eissn>2995-5025</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/EDTR.2025110008</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>健康自我效能对网络暴力的影响：探讨社交媒体使用行为的中介作用与教师关怀的调节作用</title><url>https://artdesignp.com/journal/EDTR/3/11/10.61369/EDTR.2025110008</url><author>张博瑞</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>3</volume><issue>11</issue><history><date date-type="pub"><published-time>2025-11-20</published-time></date></history><abstract>本研究以社会认知理论为基础，以海南省大学生为研究对象，探讨健康自我效能、社交媒体使用行为、网络暴力与教师关怀之间的关联。本研究通过立意抽样对海南省部分高校大学生进行问卷调查，共回收418份有效问卷。基于多元回归分析结果发现：健康自我效能显著正向预测社交媒体使用行为；社交媒体使用行为在健康自我效能与网络暴力之间发挥中介作用；教师关怀在健康自我效能与社交媒体使用行为关系中具有调节效应。本研究在理论上揭示了健康自我效能与网络暴力的内在联系，丰富了社会认知理论框架；在实践上为教育工作者提供了干预与政策制定的新视角，有助于提升大学生心理韧性与健康发展。</abstract><keywords>健康自我效能,社交媒体使用行为,网络暴力,教师关怀,社会认知理论</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1]Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.[2]Kolhar, M., Kazi, A., &amp;amp; Alameen, A. (2021). Effect of social media use on learning, social interactions, and sleep duration among university students. Saudi Journal of Biological Sciences, 28(4), 2216-2222.[3]Li, S., Ran, G., &amp;amp; Hu, T. (2019). A meta-analysis of self-efficacy and mental health in the Chinese context. Developmental Psychology Studies, 35(6), 1023-1035.[4]陆虎成.&amp;ldquo;网络暴力的新特征、危害及其规制.&amp;rdquo; 法学（汉斯） 12.7(2024):4440-4447.[5]Amerstorfer, C. M., &amp;amp; Von M&amp;uuml;nster-Kistner, F. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in Psychology, 12, Article e713057.[6]Craig, W., Boniel, M., Bjereld, Y., &amp;amp; Pickett, W. (2020). Social media use and cyber-bullying: A cross-national analysis of young people in 42 countries. Journal of Adolescent Health, 66(6), 100-108.[7]Chu, X., Li, Y., &amp;amp; Lei, L. (2021). Social support and cyberbullying for university students: The mediating role of internet addiction and the moderating role of stress. Current Psychology, 42(3), 2014-2022.[8]Niu, Z., Willoughby, J., &amp;amp; Zhou, R. (2020). Associations of health literacy, social media use, and self-efficacy with health information-seeking intentions among social media users in China: Cross-sectional survey. Journal of Medical Internet Research, 23(2), Article e19134.[9]Varma, P., Junge, M., &amp;amp; Jackson, M. L. (2020). Younger people are more vulnerable to stress, anxiety and depression during COVID-19 pandemic: A global cross-sectional survey. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 109, Article e110236.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
