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多元评估与个性化指导：破解大学生线上线下社交失衡问题——基于一例医学专业“搭子”社交依赖学生的干预研究

Multidimensional Assessment and Personalized Guidance: Addressing the Imbalance Between Online and Offline Social Interaction Among College Students — An Intervention Study Based on a Medical Student with “Rice-Buddy” Social Dependency

Theory and Practice of Psychological Counseling / 2026,8(1): 32-38 / 2026-01-27 41 30

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• Authors: 强景
• Information:

  济宁医学院，济宁

• Keywords:
  Online-Offline social imbalance; Rice-Buddy social interaction; Multidimensional assessment; Personalized guidance; Medical students
  线上线下社交失衡; 搭子社交; 多元评估; 个性化指导; 医学生
• Abstract: In the context of digital living, an imbalance between online “Rice-Buddy” social interaction and offline deep social interaction is prevalent among college students, particularly among medical students facing high academic pressure. This study takes “Xiao Li”, a junior male medical student, as the research subject. Utilizing a multidimensional assessment approach — including virtual ethnography, semi-structured in-depth interviews, behavioral observation, and psychological evaluation — the study delves into the psychological mechanisms and social causes underlying his “online-active/offlinewithdrawn” social behavior. The research finds that due to the suppression of autonomy needs caused by strict parenting during childhood, the student sought compensatory satisfaction through “precisely matched” shallow social interactions online during university, which subsequently led to academic slackening and the degradation of real-world social skills. Based on these findings, the counselor constructed a personalized intervention system encompassing academic tutoring, social skill reshaping, and psychological support. After one academic year of systematic intervention, the student not only achieved a significant rebound in academic performance but also realized a virtuous complementarity between online and offline social patterns, as well as integrated personality development. The “Multidimensional Assessment — Precise Attribution — Stratified Intervention” work model proposed in this paper provides a practical paradigm for universities to address the issue of imbalanced digital social interaction among students. 在数字化生存背景下，大学生群体中普遍存在线上“搭子”社交与线下深度社交失衡的现象，尤其在学业压力较大的医学专业学生中表现突出。本文以一名医学专业大三男生小李为研究对象，运用虚拟民族志、半结构化深度访谈、行为观察及心理测评等多元评估手段，深入剖析其“线上活跃、线下退缩”的社交行为背后的心理机制与社会成因。研究发现，该生因童年期严格管教导致的自主需求压抑，在大学阶段通过线上“精准匹配”的浅层社交获得补偿性满足，进而引发学业懈怠与现实社交技能退化的情况。基于此，辅导员构建了涵盖学业辅导、社交技能重塑与心理支持的个性化干预体系。经过一学年的系统干预，该生不仅学业成绩显著回升，更实现了线上线下社交模式的良性互补与人格的整合发展。本文提出的“多元评估—精准归因—分层干预”工作模型，为高校解决学生数字化社交失衡问题提供了实践范式。
• DOI: https://doi.org/10.35534/tppc.0801005 (registering DOI)
• Cite: 强景. (2026). 多元评估与个性化指导：破解大学生线上线下社交失衡问题——基于一例医学专业“搭子”社交依赖学生的干预研究. 心理咨询理论与实践, 8(1), 32-38.