华东师范大学学报(教育科学版) ›› 2025, Vol. 43 ›› Issue (1): 49-66.doi: 10.16382/j.cnki.1000-5560.2025.01.004
鲍威1,2,3, 何元皓3,4, 何峰5
出版日期:
2025-01-01
发布日期:
2024-12-24
基金资助:
Wei Bao1,2,3, Yuanhao He3,4, Feng He5
Online:
2025-01-01
Published:
2024-12-24
摘要:
入学教育是帮助新生适应大学环境、形成自我与社会认知、充分融入大学生活的重要桥梁。鉴于我国大学新生普遍存在学术性、社会性双重适应障碍,在通过国际比较清晰认识中国入学教育运行机制特征的基础上,利用全国大一学生调查数据,科学评估入学教育在缓减新生适应障碍中的干预成效。研究表明,采用长期深度教育形式,传递专业学科认知、学习方法习得、心理健康建设3大教育内容向度的入学教育运行机制,对缓减学生学术性、社会性双重适应障碍具有积极效用。囿于精准化帮扶举措欠缺,入学教育对弱势学生的补偿效应有待加强。结论为完善大学入学教育、保障人才培养质量提供科学启示。
鲍威, 何元皓, 何峰. 跨越新生适应障碍:中国大学入学教育的运行机制及其成效[J]. 华东师范大学学报(教育科学版), 2025, 43(1): 49-66.
Wei Bao, Yuanhao He, Feng He. Overcome the Adjustment Barriers: The Impact of China’s Orientation Programs on First-year College Students’ Academic and Social Adjustment[J]. Journal of East China Normal University(Educational Sciences), 2025, 43(1): 49-66.
表 2
变量及其操作化定义"
类型 | 名称 | 观测指标 | 操作化定义 | 均值 | 标准差 |
因变量 | 新生适应 | 学术性适应 | 观测题项:“大学的学业压力(阅读量、作业)超出我的能力承载(反向计分)”“完全能够跟上课程进度,理解教学内容”“对所学专业和课程内容抱有浓厚兴趣”,1=极不认同~6=非常认同;使用因子得分,Cronbach’s α=0.762 | 0.000 | 1.000 |
社会性适应 | 观测题项:“能够离开家人独立生活,很少感到孤独或想家”“能和老师同学建立良好的人际交流”“具有院校归属感”,1=极不认同~6=非常认同;使用因子得分,Cronbach’s α=0.688 | 0.000 | 1.000 | ||
自变量 | 入学教育 形式 | 长期深度教育 | 观测题项:“新生研讨课程”“本科生导师制”的开展情况 ,否=0,是=1 | 0.695 | 0.461 |
短期集中教育 | 观测题项:“集中讲座及活动”“新生指南手册使用”的开展情况,否=0,是=1 | 0.888 | 0.315 | ||
入学教育 内容 | 专业学科认知 | 观测题项:“了解院系学科专业的特征”“了解院系组织历史与文化”“了解院系学生毕业后就业和升学情况”,1=认同~6=认同;取均值,Cronbach’s α=0.906 | 4.623 | 1.231 | |
学习方法习得 | 观测题项:“为选修课程提供有效的指导与建议”“了解和掌握大学阶段的学习方法”“了解学术规范”“了解入学撰写学术论文”“了解学习资源使用(图书馆、数据库等)”,1=不认同~6=认同;取均值,Cronbach’s α=0.929 | 4.406 | 1.249 | ||
心理健康建设 | 观测题项:“自我心理健康建设”,1=不认同~6=认同 | 4.476 | 1.369 | ||
控制变量 | 学生个体 特征 | 男性 | 虚拟变量,男性=1,女性=0 | 0.453 | 0.498 |
学业基础 | 入学前就读高中类型:重点/示范性高中=1,普通高中=0 | 0.591 | 0.492 | ||
自主性参与 | 观测题项:“利用图书馆等资源开展自主学习”“与同学讨论课程相关问题”“课后向老师个别请教,寻求意见和帮助”,1=从不~6=经常;使用因子得分,Cronbach’s α=0.747 | 0.000 | 1.000 | ||
家庭社经 地位 | 家庭年收入 | 学生家庭年收入(单位:万元)的对数 | 11.279 | 1.065 | |
第一代大学生 | 第一代大学生(父母双方均无高等教育就读经历的大学生)=1,第二代大学生=0 | 0.552 | 0.497 | ||
农村生源 | 虚拟变量,农村生源=1,城市生源=0 | 2.502 | 1.379 | ||
院校组织 禀赋 | 院校学术选拔性 | “双一流”建设院校=3,地方本科院校=2,民办本科院校=1 | 2.518 | 0.901 | |
专业门类 | 学生就读的专业门类,以人文学科为基准项,包括社科类、理学类、工学类3个虚拟变量 | 2.812 | 1.165 |
表 3
入学教育运行机制对新生适应的干预效应估计"
自变量 | 学术性适应 | 社会性适应 | |
(1) | (2) | ||
入学教育形式 | 长期深度教育 | 0.022** (0.010) | 0.023*** (0.009) |
短期集中教育 | (0.010) | 0.006 (0.008) | |
入学教育内容 | 专业学科认知 | 0.130*** (0.008) | 0.459*** (0.006) |
学习方法习得 | 0.062*** (0.008) | 0.048*** (0.007) | |
心理健康建设 | 0.044*** (0.005) | 0.126*** (0.004) | |
学生个体特征 | 男性 | 0.073*** (0.008) | 0.061*** (0.007) |
学业基础 | 0.039*** (0.008) | 0.025*** (0.007) | |
自主性参与 | 0.195*** (0.004) | 0.113*** (0.003) | |
家庭社经地位 | 家庭年收入 | 0.031*** (0.004)) | 0.043*** (0.003) |
第一代大学生 | −0.024*** (0.009) | −0.011 (0.007) | |
农村生源 | −0.012 (0.010) | 0.012 (0.008) | |
院校组织禀赋 | 院校学术选拔性 | −0.057* (0.033) | 0.031 (0.027) |
社科类 | −0.119*** (0.012) | −0.019* (0.010) | |
理学类 | −0.225*** (0.019) | 0.015 (0.015) | |
工学类 | −0.200*** (0.013) | −0.011 (0.011) | |
Adj R2 | 0.186 | 0.489 | |
N |
表 4
教育形式与教育内容耦合的约束效应估计"
自变量 | 学术性适应 | 社会性适应 |
(1) | (2) | |
长期深度教育*专业学科认知 | 0.044*** (0.010) | 0.029*** (0.009) |
短期集中教育*专业学科认知 | −0.003 (0.010) | −0.044*** (0.009) |
Adj R2 | 0.172 | 0.470 |
N | ||
长期深度教育*学习方法习得 | 0.044*** (0.010) | 0.006 (0.009) |
短期集中教育*学习方法习得 | −0.009 (0.010) | −0.074*** (0.009) |
Adj R2 | 0.168 | 0.411 |
N | ||
长期深度教育*心理健康建设 | 0.033*** (0.007) | 0.011 (0.007) |
短期集中教育*心理健康建设 | −0.007 (0.007) | −0.044*** (0.007) |
Adj R2 | 0.163 | 0.393 |
N |
表 5
样本匹配前后的平衡性检验"
变量 | 样本 | 平均值 | 偏差(%) | 偏差减幅(%) | t值 | |
实验组 | 对照组 | |||||
男性 | 匹配前 | 0.417 | 0.455 | −7.9 | 97.2 | −7.73 |
匹配后 | 0.417 | 0.418 | −0.2 | −0.17 | ||
学业基础 | 匹配前 | 0.627 | 0.601 | 5.4 | 90.7 | 5.33 |
匹配后 | 0.627 | 0.625 | 0.5 | 0.40 | ||
自主性参与 | 匹配前 | 3.887 | 3.651 | 20.7 | 98.1 | 20.49 |
匹配后 | 3.887 | 3.891 | −0.4 | −0.30 | ||
家庭年收入 | 匹配前 | 2.052 | 2.079 | −2.6 | 98.5 | −2.53 |
匹配后 | 2.053 | 2.053 | −0.0 | −0.03 | ||
第一代大学生 | 匹配前 | 0.637 | 0.630 | 1.3 | 57.8 | 1.30 |
匹配后 | 0.637 | 0.639 | −0.6 | −0.44 | ||
农村生源 | 匹配前 | 0.226 | 0.223 | 0.6 | 27.1 | 0.59 |
匹配后 | 0.225 | 0.227 | −0.4 | −0.34 | ||
院校学术选拔性 | 匹配前 | 2.600 | 2.521 | 8.7 | 81.7 | 8.72 |
匹配后 | 2.600 | 2.585 | 1.6 | 1.26 | ||
专业门类 | 匹配前 | 2.747 | 2.828 | −7.0 | 75.1 | 4.52 |
匹配后 | 2.747 | 2.744 | 0.3 | −0.89 |
表 6
稳健性检验"
自变量 | 学术性适应 | 社会性适应 |
(1) | (2) | |
Panel A. 干预效应检验 | ||
长期深度教育 | 0.016* (0.008) | 0.022** (0.010) |
短期集中教育 | 0.005 (0.013) | 0.007 (0.007) |
专业学科认知 | 0.125*** (0.008) | 0.471*** (0.007) |
学习方法习得 | 0.071*** (0.009) | 0.049*** (0.007) |
心理健康建设 | 0.049*** (0.005) | 0.125*** (0.004) |
Adj R2 | 0.191 | 0.490 |
N | ||
Panel B. 约束效应检验 | ||
长期深度教育*专业学科认知 | 0.038** (0.008) | 0.037*** (0.007) |
短期集中教育*专业学科认知 | −0.030** (0.012) | −0.040*** (0.011) |
Adj R2 | 0.278 | 0.462 |
N | ||
长期深度教育*学习方法习得 | 0.039*** (0.008) | 0.018** (0.007) |
短期集中教育*学习方法习得 | −0.039*** (0.012) | −0.068*** (0.011) |
Adj R2 | 0.282 | 0.403 |
N | ||
长期深度教育*心理健康建设 | 0.033*** (0.006) | 0.017*** (0.005) |
短期集中教育*心理健康建设 | −0.029*** (0.009) | −0.041*** (0.008) |
Adj R2 | 0.271 | 0.385 |
N |
表 7
入学教育对弱势学生的补偿效应估计"
自变量 | 学术性适应 | 社会性适应 | |||
(1)弱势学生 | (2)优势学生 | (3)弱势学生 | ⑷优势学生 | ||
长期深度教育 | 0.069*** (0.019) | 0.084*** (0.018) | 0.029*** (0.017) | 0.032*** (0.011) | |
短期集中教育 | −0.062*** (0.020) | −0.029 (0.019) | −0.020 (0.017) | −0.002 (0.010) | |
专业学科认知 | 0.110*** (0.015) | 0.125*** (0.014) | 0.412*** (0.013) | 0.452*** (0.012) | |
学习方法习得 | 0.170*** (0.016) | 0.103*** (0.015) | 0.065*** (0.014) | 0.014 (0.012) | |
心理健康建设 | 0.037*** (0.009) | 0.048*** (0.008) | 0.126*** (0.008) | 0.116*** (0.007) | |
控制变量 | √ | √ | √ | √ | |
Adj R2 | 0.219 | 0.276 | 0.218 | 0.170 | |
N |
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[1] | 鲍威, 金红昊. 新高考改革对大学新生学业适应的影响:抑制还是增强?[J]. 华东师范大学学报(教育科学版), 2020, 38(6): 20-33. |
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