The Cognitive Processing Mechanism Of College Students' Information On Crisis Events In Colleges And Universities

The research used two studies and a total of eight experiments to investigate the impact of information about college crisis events in traditional media and new media on student crisis response,and what were the students' cognitive processing mechanisms.The study also tried to analyze the enlightenment of these cognitive processing regularities for universities to develop response strategies.Study 1 includes three experiments and adopted university undergraduates as subjects.The research explored the impact of attribution dimensional information in newspaper reports on students' crisis response,as well as students' cognitive processing mechanism of dimensional information..Experiment 1 and Experiment 2respectively explored the impact of the attribution dimension information(consensus,distinction and consistency)of college crisis events and public relations between colleges and students on students' crisis response in newspaper reports,and explored the mediating role of responsibility attribution,punishment motivation(including retribution motivation,utility motivation and correction motivation)and negative emotions.Experiment 1 found:(1)The information of the three attribution dimensions affected the crisis response of student.(2)Students' responsibility attribution and punishment motivation(retribution,utility motivation)could mediate the influence of distinctive information on punishment decision,however correction motivation could not play the mediating role.Students' responsibility attribution and negative emotion could not mediate the impact of the three attribution dimensions on punishment decision.Experiment 2 found:(1)The information of the three attribution dimensions jointly affected the negative emotions of students,and the consensus information affected the students' responsibility attribution and punishment motivation towards the college.(2)Students' punishment motivation(all dimensions)and attribution of responsibility could mediate the influence of consensus information on punishment decision.Students' attribution of responsibility and negative emotion could also mediate the impact of consensus information on punishment decision.Experiment 3 explored the relationship between the intervention effect of different adjustment orientation response strategies on students' crisis response and negative emotion.The results showed that(1)the strategy of prevention-oriented response was more effective for the students in the angry group,and the strategy of promotion-orientated response was more effective for the students in the fear group.(2)The promotion-oriented response strategy was more effective for students in the stronger emotional experience group.Study 2 includes five experiments and adopted university undergraduates as experimental subjects.The research explored the impact of Weibo news reports,user comments,and students' initial perception of crisis events after reading news reports on students' crisis responses,as well as students' cognitive processing mechanisms of comment information.Experiment 4 examined the influence of the content and number cues of Weibo comments on student crisis response,and examined the mediating role of responsibility attribution,punishment motivation(including retribution motivation,utility motivation and correction motivation),negative emotions,and implementation intentions of cyber collective behavior.It was found:(1)The content and number clues of Weibo comments affected students' crisis responses.(2)The students' responsibility attribution and punishment motivation(all motivation dimensions)played a chain-mediating role in the influence of responsibility attribution and emotional tone of the comments on punishment decision.Students' negative emotion and punishment motivation(retribution and utility motivations)played a chain-mediating role in the influence of the emotional tone of the comments on the punishment decision.Students' negative emotions and implementation intentions of cyber collective behavior played a chain-mediating role in the impact of responsibility attribution and emotional tone of the comments on the second communication decision.The students' responsibility attribution and implementation intentions of cyber collective behavior played a chain-mediating role in the influence of the responsibility attribution of the comments on the second communication decision.Experiment 5 and Experiment 6 respectively explored which clue would affect students' crisis responses when the attribution dimension information of crisis events and public relations between universities and students in Weibo news reports and the comments were both presented for participants.Both experiments found that the attribution of responsibility for comments still affected the attribution and punishment motivation of students towards the university.Experiment 7 examined the impact of comment clues on students' crisis responses under the premise that students had formed initial perceptions of crisis events after reading Weibo news.It is found that(1)students might be affected by independently presented comment clues that were inconsistent with the initial perception,but might still maintain the initial perception in different crisis response variables;(2)students might choose the information that were consistent with their initial perception in the mixed comment cues,but they might also be affected by information that were inconsistent with their initial perception in different crisis response variables.Experiment 8 investigated the relationship between the intervention effects of different emotional coping strategies on students' crisis responses and negative emotion.The results found that(1)Cognitive coping strategies were more effective for students in the angry group,emotional coping strategies were more effective for students in the fear group,and cognitive and emotional coping strategies were more effective for students in the sad group.? Cognitive and emotional coping strategies are more effective for students in the stronger emotional experience group.Combining the two studies can draw the following conclusions:?The attribution dimension information(consensus,distinction and consistency)of crisis events and public relations in traditional media news reports not only can directly affect students' crisis response,but also can indirectly influence punishment decision through students' responsibility attribution,punishment motivation,and negative emotion.?The content and number clues of comments in social media can directly affect students' crisis response.And compared to the attribution dimension information in news reports,the influence of comment clues is more stable.The comment clues can also indirectly affect punishment decision through the students' responsibility attribution,punishment motivation,and negative emotion,and indirectly affect secondary communication decision through responsibility attribution,implementation intentions of cyber collective behavior,and negative emotion.?The intervention effects of different crisis communication strategies are moderated by the type and intensity of emotions experienced by students.