Qualitative Study on Short-video Use, Social Comparison and Learning Burnout among College Students

Ru Jia

doi:10.62051/ijsspa.v9n1.19

Authors

Ru Jia

DOI:

https://doi.org/10.62051/ijsspa.v9n1.19

Keywords:

College Students, Short-video Use, Social Comparison, Learning Burnout

Abstract

To reveal the associative mechanism between college students' short-video use and learning burnout in the digital era, this study, based on the Social Comparison Theory, the Two-dimensional Model of Envy, and the Three-dimensional Model of Learning Burnout, employed thematic analysis to conduct semi-structured interviews with 6 full-time college students. The focus was on the interactive relationship among short-video usage behaviors, the triggering process of social comparison, and the experience of learning burnout. The findings show: (1) College students' short-video use is characterized by "duration differentiation (high duration: 5-8 hours/day vs. medium-low duration: 2-4 hours/day), concentrated timing (mainly before sleep), fragmented contexts, and inefficient management". (2) Short videos primarily trigger upward social comparison in dimensions of academic achievement, material conditions, and physical appearance. Emotional responses are dominated by benign envy, and the intensity and persistence of online comparison are significantly weaker than offline comparison. (3) Short videos have a "double-edged sword" effect on learning burnout-planned intermittent use in the short term can supplement psychological resources to alleviate burnout, while unmanaged excessive use in the long term consumes attentional resources to exacerbate burnout. This study provides qualitative evidence for understanding the relationship between college students' digital media use and learning psychology, and offers practical references for universities to carry out media literacy education and learning burnout intervention.

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