【目的/意義】分析高校學生參與社會化閱讀社區的行為類型及其動機,為數字閱讀服務與推廣以及社會化閱讀社區的建設與管理提供參考。【方法/過程】構建參與行為類型及參與動機的理論框架,通過問卷調查收集數據,利用回歸分析法探討五種主要參與動機對不同參與水平、參與層次的差異影響。【結果/結論】高校學生在社會化閱讀社區中的整體參與行為仍處于對社區貢獻水平較淺的層次,合作共建等貢獻水平較高的參與行為仍較少。在影響高校學生參與水平方面,社交性動機、娛樂動機是主要的參與動機;在影響其參與層次方面,娛樂動機、興趣動機、信息性動機、社交性動機、自我實現動機都起到一定的作用。目前高校學生的參與行為主要受控制性動機的激勵,自主性動機對合作共建等貢獻水平較高的參與行為的影響作用并不顯著。

【Purpose/significance】To analyze the frequency of participation and level of participation can provide referencefor community digital reading services and construction.【Method/process】First, we construct the theoretical framework ofparticipatory behavior and motivation. Then, through the regression analysis based on the data collected via questionnaires,this paper has investigated each participation motivation’s influence on the hours spent in participating in social readingcommunity, participation frequency and participation forms.【Result/conclusion】The results show that the overall participa-tion of college students in the social reading community is still at a level of shallow contribution to the community, while co-operation and co-construction and other higher level of contribution to participation is still relatively less. Socializing moti-vation and entertainment has positive effects on the students’ hours and frequency of participation, and entertainment, inter-ests, information motivation, socializing motivation and self-actualization all play a certain role in the level of participation.At present, the participation of college students is mainly motivated by controlled motives.However, the importance of auton-omous motivations in influencing the college students’ participation in cooperation and other high-level participation is notsupported.