Formation Mechanisms of Information Cocoons among University Students in the Networked Media Environment and Pathways for Media Literacy Cultivation: A Mediation Analysis Based on the College Students’ Social Mentality Survey
Abstract
The widespread adoption of digital technologies and algorithmic recommendation systems has rendered information cocoons a prominent challenge to university students’ cognitive development and value formation. Against this backdrop, drawing on a large-scale dataset of 4,268 valid responses from the 2025 Chinese College Students’ Social Mentality Survey, this study classifies networked media into acquaintance-based social media, public-discussion media, and vertical-dissemination media. By constructing a multiple mediation model that integrates structural, behavioral, and technological dimensions, it systematically examines the formation mechanisms of information cocoons and the moderating role of media literacy. Results reveal divergent cocoon effects across media types: acquaintance-based social media substantially reinforce information cocoons, public-discussion media mitigate them, and vertical-dissemination media slightly facilitate cocoon formation. Specifically, social network homogeneity, information-seeking initiative, and algorithm dependence separately mediate the link between media use and information cocoons. Furthermore, media literacy attenuates cocoon-fostering pathways and amplifies cocoon-breaking ones. Based on these findings, this paper proposes four intervention paths targeting social connection, information criticism, algorithmic awareness, and situational adaptation to enhance students’ media literacy. The findings provide robust empirical evidence and practical guidance for alleviating information cocoons and optimizing college students’ online information environment.
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