杨蕊个人资料摘要
目前成长于2000年后的在校中职生，其成长历程伴随着互联网的高速发展，个体成长与中国手机游戏的快速发展和体验密不可分。在此新媒体背景下，青少年沉迷手机游戏的问题日益严重引发社会关注，且学生体内中职生的手机游戏沉迷问题更突出，既往研究多从教育管理角度入手而鲜有社会学角度。因此，本研究从社会心理学角度解释中职生的沉迷手游的深层原因，并且通过质性研究方法，采用参与式观察和深度访谈的方式，深入到中职生的日常生活世界的游戏图景中，以挖掘中职生沉迷手游的现状、深层原因，并在此基础上提出相关建议。
本研究以中职生的个体成长为逻辑起点，以推拉理论和社会认同理论为基础，研究发现：中职生的手游行为并不是简单的线性过程，而是一个进入—沉浸—退出—再入的进出往复过程。中职生不断地进入和退出游戏场域，其内在隐含了中职生的手游行为实践的一个矛盾：“没事就玩游戏”和“玩够的游戏”。这两种并存的心理状态也恰恰反应出他们内心的挣扎，同时也体现出他们始终游离于现实生活和游戏世界之中，尽管玩够游戏也不曾真正退出过，而是在进与退的边缘徘徊，呈现了一幅中职生沉迷手游的生活图景。
本研究基于推拉理论和社会认同理论，中职生沉迷手游的原因是现实生活的推力和游戏世界的拉力共同
促成的。认同危机与现实逃避成为中职生进入游戏的推力，社会认同与虚拟满足成为其进入游戏的拉力。中职生的学业刻板化、缺钱的危机、个体出路的天花板效应和生活的无意义感促成了中职生个体的迷茫，无形中促成了生活中的认同危机并成为他们进入游戏的直接助推力。家庭文化资本的缺乏、家庭教养方式的改变以及中职学校的规训与职业教育的污名化成为他们逃离现实生活世界的间接
助推力。因此，中职生个体的迷茫、家庭和学校的钳制促成了中职生在现实生活中的认同危机，他们必须选择一个宣泄口重新构建自己的社会认同。鉴于个体主观信念结构不同，他们会采取社会流动和社会变迁的信念试图提高所属内的自尊和自我价值。
中职生借由手机游戏看似平等的机制保障了中职生在游戏世界的参与程度，游戏世界也以其独特的魅力将中职生全方位“捕获”。游戏世界通过中职生的社会流动和社会变迁的信念系统，经过范畴化进入到游戏内，中职生通过摒弃他们原来附带的“污名化”的消极标签，超越“学业挫败”的优越感；在技术/段位、代打挣钱等不同于“学习”的其他维度上进行际比较；在脱离权威和规训、追求自由等维度将传统的负面特质重新定义的方式以及在游戏内中重新开辟和选择更低的体，游戏实现了对抗现实权威、营造虚拟阶层流动的感觉以及获得情感联结创造体归属感的社会功能，帮助中职生塑造了游戏世界中的积极社会认同。因此，针对中职生沉迷手游的问题，紧靠技术层面限制他们的消费和上网时长是远远不够的，我们必须着眼于重塑他们现实生活世界的社会认同，社会、学校、家庭形成合力，关注他们的心理状态、给予他们更多的成就感、将职业生涯规划放到首位、为他们创造更多的课kiss dara
外生活以及引导其树立良好的消费理念，以避免他们沉迷虚拟世界中的快感之中进而加快阶级再生产的命运。
关键词：现实逃避；虚拟满足；中职生；沉迷手游；社会认同；范畴化
REAL ESCAPE AND VIRTUAL SATISFACTION:SOCIAL PSYCHOLOGICAL ANALYSIS OF INDULGING SECONDARY SCHOOL STUDENTS WITH MOBILE GAMES
ABSTRACT
Currently,growth process of vocational secondary school students who have grown up since2000have been experienced the rapid development of the Internet.Among them, Individual growth is inseparable from the rapid development and experience of Chinese mobile games market.In the context of new media,the problem of youth's addiction to mobile games has increasingly been concerned by social concern.And the problem of mobile game addiction among secondary vocational students in all student group has become more prominent.In addition,previous studies have mostly adopted the perspective of education management,but rarely have a sociological perspective.Therefore,this study attempts to explain the deep-seated reasons for secondary school students'addiction to mobile games from the perspective of social psychology.and 赵薇万惠
this study adopt qualitative research methods,incuding participatory observation and in-depth interviews,to penetrate into the daily life of secondary school students.In the game picture,we will explore the current situation and deep reasons of secondary school students'indulged in mobile games, and make recommendations.从来就没有什么救世主 也不靠萨尔血蹄
This study takes the individual growth of vocational students as the logical starting point,and adopts the push-pull theory and social identity theory.The study found that the addicted to mobile gaming behavior of vocational students is not a simple linear process, but an entry-immersion-exit-re-enter process of going back and forth.The vocational
students constantly enter and exit the game field,which inherently implies a contradiction addicted to mobile gaming behavior practice:"Play games if you have nothing to do"and "Play enough games."These two coexisting mental states also reflect their inner struggles, and they have always been separated from the real life and the game world.Although they have played enough games,they have never really quit,but on the edge of advancement and retreat Wandering.This behavior presents a picture of the life of secondary vocational students addicted to mobile games.
Based on push-pull theory and social identity theory,the reason why secondary school students are
还有我歌词addicted to mobile games is that the push of real life and the pull of the game world.Identity crisis and reality avoidance have become the driving force for vocational students to enter the game,and social identity and virtual satisfaction have become their pulling force into the game.The academic stereotypes of vocational students,lack of money, the ceiling effect of individual outlets and the sense of meaningless life have contributed to the confusion of vocational students,which has implicitly contributed to the identity crisis in life and become their direct boosters to enter the game world.The lack of family cultural capital,changes in family upbringing,and of vocational school discipline and the stigma of vocational education have become indirect boosters for them to escape from the real world. Therefore,the confusion of vocational students and the restraint of family and school have contributed to the identification crisis of vocational students in real life.They must choose a export to rebuild their social identity.In view of the different subjective belief structure of individuals,they will adopt the belief of social mobility and social change to try to improve the self-esteem and self-worth of their inner group.
The seemingly equal mechanism of mobile games ensure the participation of vocational students in the game world.The game world also"captures"vocational students in all directions with its unique charm.Vocational students adopt belief system of social mobility and social change,and enter the in-
game group.They surpass the superiority of "academic frustration"by abandoning the negative label of"stigma"that they originally
米兰达可儿离婚attached.Sense;make intergroup comparisons in other different from"learning"dimensions such as technology/level,earn money on behalf of others;redefine traditional negative traits in the dimension of authority and discipline and pursue freedom,and reopened selected lower groups.The game has realized the social functions of confronting the authority of reality,creating a feeling of virtual class flow,and obtaining emotional connections to create a sense of group belonging,helping vocational students to shape the positive social identity in the game world.Therefore,in view of the problem of vocational students addicted to mobile games,it is not enough to restrict their consumption and online time on the technical level.We must focus on reshaping their social identity in the real world,and form a joint force of society,schools and families.Pay attention to their mental state,give them more sense of accomplishment,put career planning in the first place, create more extracurricular life for them and guide them to establish a good consumption concept,so as to avoid them indulging in the pleasure of the virtual world and accelerate the fate of class reproduction.
KEY WORDS：Escape from reality;Virtual satisfaction;Secondary vocational students;Indulge in mobile games;Social identity;Categorization
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