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

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.