抖音TikTok之使用對高中生在自我效能以及銳權力知覺的影響

Abstract

本論文主要探討高中生使用抖音TikTok，對其學業自我效能、社交自我效能，以及銳權力知覺的影響為何？本研究透過深度訪談的方式，共邀請八位高中生及二位現職高中教師，對於使用抖音TikTok的看法來進行討論。就理論而言，本文關注銳權力反應在抖音TikTok平台上的特徵，進而探究這些特徵對高中生認知以及自我效能的影響狀況。相較於過往自我效能研究停留在臉書這類平台的議題上，本研究將其套入抖音TikTok是更為新穎並符合當代台灣。此外本文也驗證了抖音TikTok對高中生自我效能的正向和負向因子，並點出相異於其它社群平台的影響層面。而對於銳權力的概念也進行了再次地論證，呼應到國內文獻談其對台灣的影響，也驗證了國外文獻論其對青少年的影響，並將二者結合在一起，發展出更貼近於台灣青少年的現況分析以及建議。

根據本研究探討之結果，具體的發現包含以下三點：首先是抖音TikTok的使用，對高中生的學業自我效能如同雙面刃，使用抖音TikTok也許可以幫助到學習，但也可能使人分心、無法閱覽長片長文，以及讓人沉迷成癮；再者是使用抖音TikTok，對高中生的社交自我效能有著多重作用，不同於一般認知，其對高中生的社交不全然是好，特別在於使用者可能因此形成自我封閉，甚至是變相地排擠，這都可能降低其社交自我效能；最後則是抖音TikTok的銳權力對高中生之影響，平台短影音的特性可能會降低學生媒體識讀能力，且銳權力有其明顯表徵與暗藏之處，而不同於西方研究指出的不易發現性，台灣高中生普遍覺得該平台中的銳權力很明顯，且可能左右其政治態度的走向。

This study explored the impacts of using TikTok on high school students’ academic self-efficacy, social self-efficacy and their perceptions of sharp power. The research adopted in-depth interview method, inviting eight high school students and two high school teachers to discuss their perspectives of using TikTok. This study focused on the characteristics of sharp power reflected on TikTok, and then explored the impact of these characteristics on high school students’ cognition and self-efficacy. Compared with previous self-efficacy research that focused on platforms such as Facebook, this study applied self-efficacy theories to TikTok, which is more novel in today’s Taiwan. In addition, this study also examined the positive and negative factors of TikTok on high school students’ self-efficacy, pointing out the different levels of influence from other social networking sites. This study demonstrated the concept of sharp power, echoing and verifying the results of both domestic and foreign research. It also combined the methodology of the two to develop a new model that accommodated the current situations of teenagers in Taiwan, and therefore was able to provide constructive suggestions.

The specific findings of this study are as follows. First, there are the positive and negative effects of using TikTok on high school students’ academic self-efficacy. Using TikTok might help the learning of students but it also makes students distracted, unable to watch long videos or read long articles, and addicted to it. Second, there are multiple effects on high school students’ social self-efficacy by using TikTok. However, different from common perceptions, using TikTok is not completely good for social interaction. In particular, users may form self-isolation or even be excluded in disguise, which may reduce their social self-efficacy. Last, it is about the influences of sharp power on high school students. The characteristics of short videos will hinder students’ media literacy. And there are obvious displays and hidden aspects in sharp power of TikTok. Unlike Western research, which points out that it is not easy to discover sharp power, Taiwanese high school students generally feel that sharp power in TikTok is obvious and may influence their political attitudes.