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论文编号：	15353
作者编号：	2120233731
上传时间：	2025/6/6 21:55:21
中文题目：	隔代数字反哺对老年人数字素养的影响机制研究
英文题目：	How Grandchild-Grandparent Digital Support Enhances Older Adults'''' Digital Literacy: A Mixed-Methods Exploration
指导老师：	樊振佳
中文关键字：	隔代数字反哺；老年人；数字素养；扎根理论
英文关键字：	intergenerational digital reverse mentoring; older adults; digital literacy; grounded theory
中文摘要：	当前，社会老龄化进程与数字化转型加速交织，老年人的数字素养如何能得到提升成为破解代际数字鸿沟的关键议题。在这样的背景下，本研究聚焦隔代数字反哺，研究孙辈对祖辈的数字技术指导支持行为，系统地探讨隔代数字反哺对老年人数字素养的影响机制。本研究结合了社会支持理论、人际信任模型与自我效能理论，利用访谈法、扎根理论和问卷调查法对10位老年人进行了深度访谈，并收取了312份问卷数据进行数据分析，由此揭示隔代数字反哺的作用路径及内在逻辑。 研究发现，隔代数字反哺通过“接入反哺”“技能反哺”与“观念反哺”三个操作性要素发挥协同作用，显著提升老年人数字素养。技能反哺是其中的核心路径，它依托场景化教学帮助老年人掌握实用技术，而观念反哺则通过信息甄别指导，例如识别虚假健康资讯，来强化老年人数字安全意识。研究进一步发现，代际信任与技术自我效能在影响机制中发挥平行中介效应，孙辈的耐心指导通过情感信任缓解老年人的学习焦虑，同时他们的技术权威性通过认知信任增强老年人学习意愿，而技术自我效能的提升则促使老年人从被动接受转向主动探索。除此之外，研究还发现了年龄段的调节作用，高龄老年人对情感支持的依赖显著高于低龄老年人，这体现在高龄老年人需要更多的共情式沟通使其学习动力得到维持。 在实践层面，本研究提出梯度化反哺策略，为低龄老年人设计技能迁移计划，鼓励他们成为社区数字反哺的次级传递者，针对高龄老年人则可以开发情感导向的轻量化学习活动，例如建立数字化的家庭相册等使他们数字意识更加强烈自主。 本研究突破传统单向“教与学”的简化框架，首次将代际信任、技术自我效能的中介效应与年龄段的调节效应纳入分析，为老龄化社会的数字包容政策提供了从家庭自发支持到社会提供系统支持的转型思路，助力数字化社会实现从适老化改造到全龄友好的跨越。
英文摘要：	As the acceleration of population aging and digital transformation intertwines, enhancing the digital literacy of older adults has become a pivotal issue in bridging the intergenerational digital divide. This study focuses on intergenerational digital upward mentoring—specifically, the digital technology guidance and support provided by grandchildren to grandparents—and systematically investigates its mechanisms for improving elderly digital literacy. Grounded in social support theory, interpersonal trust models, and self-efficacy theory, this research employs a mixed-methods approach combining grounded theory with in-depth interviews of 10 elderly individuals and survey data from 312 respondents. The analysis reveals the pathways and underlying logic of intergenerational digital upward mentoring. Key findings highlight that digital upward mentoring significantly enhances elderly digital literacy through three operational dimensions: access mentoring (e.g., device setup), skill mentoring (e.g., practical training on WeChat payments), and perspective mentoring (e.g., critical evaluation of online health information). Skill mentoring emerges as the core pathway, enabling mastery of practical technologies through contextualized instruction, while perspective mentoring strengthens digital safety awareness via guidance on information verification. Crucially, intergenerational trust and technology self-efficacy serve as dual mediators: grandchildren’s patient guidance fosters emotional trust to alleviate learning anxiety, while their perceived technical authority enhances learning willingness through cognitive trust. Improved self-efficacy shifts elderly learners from passive recipients to proactive explorers. Notably, advanced-age elders (75+) exhibit greater reliance on emotional support compared to younger seniors (60–74), necessitating empathetic communication to sustain motivation. Practically, the study proposes graded mentoring strategies: designing skill-transfer programs for younger seniors to become community-based "secondary mentors," and creating emotion-driven lightweight learning activities (e.g., digital family photo albums) for advanced-age groups. Rural-urban differentiation is addressed through tailored interventions: rural areas could leverage "digital mentoring stations" to pool intergenerational resources, while urban communities might adopt smart scenario simulations to boost skill application efficiency. Breaking from traditional unidirectional teaching frameworks, this research pioneers an analytical model integrating dynamic intergenerational trust equilibrium and age-stratified moderating effects. It offers policy insights for transitioning from family-driven support to systemic societal empowerment, advancing digital inclusion strategies from "age-friendly adaptation" to "all-age inclusiveness" in aging societies.
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