The Relationship between Short-Video Use Intensity and Reading Comprehension: The Mediating Role of Attentional Control
Year: 2026
Type: article
Study design: Observational Study
Abstract: 为考察短视频使用强度、阅读理解和注意控制之间的关系，本研究采用问卷法调查高一和大一学生的短视频使用强度、注意控制以及阅读理解。研究结果显示：(1) 短视频使用强度与阅读理解、注意控制均呈显著负相关，注意控制与阅读理解呈显著正相关；(2) 注意控制在短视频使用强度对阅读理解影响中起部分中介作用。研究结果说明短视频使用强度不仅能够直接影响学生的阅读理解，也会通过注意控制间接影响阅读理解。本研究揭示了短视频使用影响阅读理解的认知路径，为优化学生的短视频使用提供启示。The present study aimed to examine the relationships among short-video use intensity, reading comprehension, and attentional control. A questionnaire survey was administered to a sample comprising first-year senior high school students and first-year college undergraduates to assess their short-video use intensity, attentional control, and reading comprehension. The results revealed that: (1) Short-video use intensity was significantly negatively correlated with both reading comprehension and attentional control, whereas attentional control was significantly positively correlated with reading comprehension. (2) Mediation analysis indicated that attentional control partially mediated the effect of short-video use intensity on reading comprehension. These findings suggest that short-video use intensity can not only directly compromise students’ reading comprehension but also exert an indirect adverse effect through its detrimental impact on attentional control. This study elucidates a cognitive pathway linking short-video use to reading comprehension and offers valuable implications for regulating students’ short-video use behaviors.
Source: Advances in Psychology
Author: 颖 符
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7203743851