在新媒体时代背景下，基于用户关系的内容生产和传播平台——社会化媒体深入影响了线上学习平台，催生出了新兴的社交化学习形态。本研究通过问卷调查法和深度访谈法， 对社交化学习的主要参与群体大学生进行调查，希望总结出社交化学习的主要类别和根据卡茨的媒介使用动机五分理论探究社交化学习平台参与者的使用驱动力。经过分析，本文发现主要分为“建设内部社交群——凝聚式社交化学习平台”和“扩展熟人社群——外扩式社交化学习平台”两类；在动机方面，因为社交化学习兼具一带有学习目的性，二存在社会交互行为两大特征，所以本文采用卡茨的媒介使用动机五分理论作为研究基础，对社交化学习的五类主要动机认知需要、情感需要、个人整合需要、社会整合需要和舒缓压力需要进行调查检验，最终发现与普通社交媒体使用动机相比，卡茨五分理论中原有的情感动机对用户的使用动机较小，其余四类使用动机比较相似。

In the context of the new media era, social media, a content production and dissemination platform based on user relationships, has deeply influenced online learning platforms, giving  birth to an emerging form of social learning. This research uses questionnaire survey  and in-depth interviews to investigate the main participants of social learning among college students, hoping to summarize the main categories of social learning and explore social learning platform participants according to Katz’s five-point theory of media use motivation usage driving force. After analysis, this paper finds that it is mainly divided into two categories: "building an internal social group - a cohesive social learning platform" and "expanding an acquaintance community - an externally expanding social learning platform"; in terms of motivation, because  social  learning also One has the purpose of learning, and the other has two characteristics of social interaction behavior. Therefore, this paper uses Katz’s five-point theory of media use motivation as the research basis to analyze the five main motivational needs of social learning: cognitive needs, emotional needs, and personal integration. Needs, social integration needs and stress relief needs to be investigated and tested, and finally it is found that compared with ordinary social media use motivations, the original emotional motivation in Katz’s five-point theory has less motivation for users to use, and the other four types of motivation are relatively similar.