近年短影音平台在青少年族群中急速普及，成為自我表達與社交互動的重要場域。本文透過文獻回顧與理論分析，探討青少年在短影音平台上如何透過「數位分身」進行自我呈現，以及在持續表演與情緒管理過程中所經驗的「表演疲勞」與「情緒勞務」。分析發現，青少年在短影音中投射自我認同與情緒寄託時，往往承受來自想像觀眾、同儕規範與平台演算法的多重壓力，這些壓力累積為數位壓力，並可能導致表演疲勞、情緒耗竭與心理健康風險。本文進一步結合情緒勞務理論、數位壓力研究與OECD數位幸福感報告，提出教育策略與實務建議，協助青少年建立能動性與健康的自我認同，同時調節情緒勞務以達成發展任務。

Short-form video platforms such as TikTok, Instagram Reels, and YouTube Shorts have rapidly permeated adolescent life, serving as prominent arenas for self-expression and peer interaction. Through a literature review and theoretical analysis, this paper examines how adolescents construct “digital personas” on these platforms and how the sustained performance and emotion management involved give rise to “performance exhaustion” and “emotional labor.” Drawing on Hochschild’s emotional labor theory, digital stress frameworks, and recent OECD digital well-being reports, the analysis reveals that adolescents face compounding pressures from imagined audiences, peer norms, and platform algorithms. These pressures drive surface acting and deep acting strategies that, over time, widen the gap between the curated digital self and authentic experience, culminating in emotional depletion. The paper further integrates empirical evidence on adolescent social media use, identity development, and mental health outcomes to delineate a developmental pathway from digital stress to performance fatigue. Practical strategies are proposed for educators, school counselors, parents, and policymakers, emphasizing media literacy curricula that incorporate emotional labor awareness, counseling approaches that recognize digital fatigue, participatory parenting practices, and platform design reforms that reduce unnecessary emotional burden.