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Article(id=1325500871412417038, tenantId=1146029695717560320, journalId=1256213402557890569, issueId=1325500677975318675, articleNumber=null, orderNo=null, doi=10.16835/j.cnki.1000-9817.2025058, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1727539200000, receivedDateStr=2024-09-29, revisedDate=1733673600000, revisedDateStr=2024-12-09, acceptedDate=null, acceptedDateStr=null, onlineDate=1793953634359, onlineDateStr=2026-11-06, pubDate=1740412800000, pubDateStr=2025-02-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1793953634359, onlineIssueDateStr=2026-11-06, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1793953634359, creator=13701087609, updateTime=1793953634359, updator=13701087609, issue=Issue{id=1325500677975318675, tenantId=1146029695717560320, journalId=1256213402557890569, year='2025', volume='46', issue='2', pageStart='153', pageEnd='304', issueExtLink='null', onlineDate='null', pubDate='1740412800000', pubDateStr='2025-02-25', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1793953588241, creator='13701087609', updateTime=1793953588241, updator='13701087609', preIssue=null, nextIssue=null, articleTotal=null, ext=null, issueFiles=null, downloadFileDto=null}, startPage=229, endPage=233, ext={EN=ArticleExt(id=1325500873111110161, articleId=1325500871412417038, tenantId=1146029695717560320, journalId=1256213402557890569, language=EN, title=Effect of potential categories of cumulative ecological risk on academic engagement among vocational college students, columnId=1259565855189418448, journalTitle=Chinese Journal of School Health, columnName=Mental Health, runingTitle=null, highlight=null, articleAbstract=
Objective

To explore the effects of potential categories of cumulative ecological risk on academic engagement, so as to provide theoretical basis for promoting academic engagement among vocational college students.

Methods

In May 2024, a convenience sampling method was used to select 1 666 students from three grades of six vocational colleges in Xuzhou City, Jiangsu Province. A survey was conducted on the cumulative ecological risk and academic engagement, and latent profile analysis was used to explore the potential categories of cumulative ecological risk and test its effect on academic engagement.

Results

There were four latent classes of cumulative ecological risk among vocational college students, namely, complete family-low risk group, complete family-medium risk group, incomplete family-medium risk group, complete family-moderate to high risk group, accounting for 11.8%, 44.8%, 21.0% and 22.4%. There were significant differences in academic engagement among different potential categories of cumulative ecological risk of students (F=138.03, P<0.01), with the highest level of academic engagement in the complete family-low risk group (102.95±15.74), followed by the complete family-medium risk group (87.67±14.26), incomplete family-medium risk group (84.53±19.25) and complete family-moderate to high risk group (73.24±20.13). The potential categories of cumulative ecological risk significantly predicted academic engagement (P<0.01). When the complete family-low risk group was used as a reference, the regression coefficients for the complete family-medium risk, incomplete family-medium risk, and complete family-moderate to high risk were -0.40, -0.40 and -0.65, respectively.

Conclusion

The potential categories of cumulative ecological risks among vocational college students significantly predict their academic engagement, and vocational colleges need to pay attention to the cumulative ecological risks and different potential categories of students when promoting their academic engagement.

, authors=Delan FANG1, Chen CHEN*, 2, authorsList=Delan FANG, Chen CHEN, authorCompany=null, correspAuthors=Chen CHEN, authorNote=null, correspAuthorsNote=null, copyrightStatement=Copyright ©2025 Chinese Journal of School Health. All rights reserved., copyrightOwner=null, extLink=null, articleAbsUrl=null, sourceXml=null, magXml=null, pdfUrl=null, pdf=null, pdfFileSize=null, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=null, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=null, mapNumber=null, fund=null), CN=ArticleExt(id=1325500874721722902, articleId=1325500871412417038, tenantId=1146029695717560320, journalId=1256213402557890569, language=CN, title=累积生态风险潜在类别对高等职业院校学生学习投入的影响, columnId=1259565858817491410, journalTitle=中国学校卫生, columnName=心理卫生, runingTitle=null, highlight=null, articleAbstract=
目的

考查累积生态风险潜在类别对高等职业院校(高职)学生学习投入的影响，为提高高职学生的学习投入提供科学依据。

方法

于2024年5月采用方便抽样方法，选取江苏省徐州市6所高职专科学校3个年级的1 666名学生为研究对象，进行累积生态风险和学习投入的调查，采用潜在剖面分析探索累积生态风险的潜在类别，并检验其对学习投入的预测作用。

结果

高职学生累积生态风险存在4个潜在类别：完整家庭—低风险(占11.8%)、完整家庭—中风险(占44.8%)、不完整家庭—中风险(占21.0%)、完整家庭—中高风险(占22.4%)；不同累积生态风险潜在类别的学生学习投入得分差异有统计学意义(F=138.03，P<0.01)，完整家庭—低风险类别最高(102.95±15.74)，其次是完整家庭—中风险类别(87.67±14.26)、不完整家庭—中风险类别(84.53±19.25)、完整家庭—中高风险类别(73.24±20.13)。累积生态风险潜在类别显著预测学习投入，以完整家庭—低风险类别为参照时，完整家庭—中风险、不完整家庭—中风险、完整家庭—中高风险3个类别的回归系数分别为-0.40，-0.40和-0.65(P值均<0.01)。

结论

高职学生累积生态风险潜在类别显著预测学习投入，促进学生提高学习投入需要关注其累积生态风险及不同类别。

, authors=方德兰1, 陈陈*, 2, authorsList=方德兰, 陈陈, authorCompany=null, correspAuthors=陈陈, authorNote=

方德兰(1979-)，女，江苏溧阳人，硕士，副教授，主要研究方向为青少年心理与行为

, correspAuthorsNote=
陈陈，E-mail：
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方德兰(1979-)，女，江苏溧阳人，硕士，副教授，主要研究方向为青少年心理与行为

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Am Educ Res J, 2001, 38(2): 437-460., articleTitle=null, refAbstract=null)], funds=[Fund(id=1325500886931341885, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, awardId=null, language=CN, fundingSource=江苏省高校哲学社会科学研究一般项目(2023SJYB1210)；江苏省高职院校教师专业带头人高端研修项目(2023GRFX078), fundOrder=null, country=null)], companyList=[AuthorCompany(id=1325500875615109656, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, xref=1, ext=[AuthorCompanyExt(id=1325500875631886873, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, companyId=1325500875615109656, language=EN, country=null, province=null, city=null, postcode=null, companyName=null, departmentName=null, remark=1Department of Preschool and Special Education, Xuzhou Kindergarten Teachers College, Xuzhou (221004), Jiangsu Province, China), AuthorCompanyExt(id=1325500875665441306, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, companyId=1325500875615109656, language=CN, country=null, province=null, city=null, postcode=null, companyName=null, departmentName=null, remark=1徐州幼儿师范高等专科学校学前与特殊教育学院，江苏 221004)]), AuthorCompany(id=1325500875766104603, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, xref=2, ext=[AuthorCompanyExt(id=1325500875942265372, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, companyId=1325500875766104603, language=CN, country=null, province=null, city=null, postcode=null, companyName=null, departmentName=null, remark=2南京师范大学心理学院)])], figs=[ArticleFig(id=1325500883684950579, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, language=EN, label=Fig.1, caption=Potential categories of cumulative ecological risks for vocational college students, figureFileSmall=IQKtm3T6JLgeZPGL7G8+rA==, figureFileBig=9zz1uTacSV/9+WsBtk1ZDQ==, tableContent=null), ArticleFig(id=1325500883928220212, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, language=CN, label=图1, caption=高职学生累积生态风险潜在类别, figureFileSmall=IQKtm3T6JLgeZPGL7G8+rA==, figureFileBig=9zz1uTacSV/9+WsBtk1ZDQ==, tableContent=null), ArticleFig(id=1325500884150518325, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, language=EN, label=Tab.1, caption=

Comparison of cumulative ecological risk and academic engagement scores among vocational college students with different demographic characteristics(x ±s)

, figureFileSmall=null, figureFileBig=null, tableContent=
人口统计学指标选项人数统计值累积生态风险学习投入
性别男53613.72±3.4584.99±20.61
女1 13013.12±3.3385.80±18.33
t值3.25*-0.74
年级大一1 19613.43±3.3685.30±19.13
大二35112.81±3.3187.27±16.50
大三11913.21±3.5283.35±23.57
F值4.62*2.35
生源地乡村69713.95±3.2185.98±17.77
镇区60913.10±3.1884.11±18.71
城区36012.29±3.3787.28±21.42
F值31.23**3.43*
), ArticleFig(id=1325500884439925302, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, language=CN, label=表1, caption=

不同人口学特征高职学生累积生态风险和学习投入得分比较(x ±s)

, figureFileSmall=null, figureFileBig=null, tableContent=
人口统计学指标选项人数统计值累积生态风险学习投入
性别男53613.72±3.4584.99±20.61
女1 13013.12±3.3385.80±18.33
t值3.25*-0.74
年级大一1 19613.43±3.3685.30±19.13
大二35112.81±3.3187.27±16.50
大三11913.21±3.5283.35±23.57
F值4.62*2.35
生源地乡村69713.95±3.2185.98±17.77
镇区60913.10±3.1884.11±18.71
城区36012.29±3.3787.28±21.42
F值31.23**3.43*
), ArticleFig(id=1325500884536394295, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, language=EN, label=Tab.2, caption=

Fitting information of potential profile analysis of cumulative ecological risk among vocational college students(n=1 666)

, figureFileSmall=null, figureFileBig=null, tableContent=
类别自由度AIC值BIC值aBIC值EntropyPVLMR值PaLMR值PBLRT值类别概率
11426 453.9826 529.8326 485.361.001.00
22224 062.6124 181.8124 111.920.770.000.000.000.46/0.54
33022 655.6122 818.1522 722.850.870.020.020.000.39/0.40/0.21
43821 986.6922 192.5822 071.860.890.000.000.000.12/0.45/0.21/0.22
54621 922.4022 171.6322 025.500.911.000.100.000.01/0.12/0.44/0.22/0.21
65420 627.9220 920.5020 748.950.930.120.120.000.43/0.13/0.12/0.040.23/0.05
), ArticleFig(id=1325500884754498104, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, language=CN, label=表2, caption=

高职学生累积生态风险潜在剖面分析拟合信息(n=1 666)

, figureFileSmall=null, figureFileBig=null, tableContent=
类别自由度AIC值BIC值aBIC值EntropyPVLMR值PaLMR值PBLRT值类别概率
11426 453.9826 529.8326 485.361.001.00
22224 062.6124 181.8124 111.920.770.000.000.000.46/0.54
33022 655.6122 818.1522 722.850.870.020.020.000.39/0.40/0.21
43821 986.6922 192.5822 071.860.890.000.000.000.12/0.45/0.21/0.22
54621 922.4022 171.6322 025.500.911.000.100.000.01/0.12/0.44/0.22/0.21
65420 627.9220 920.5020 748.950.930.120.120.000.43/0.13/0.12/0.040.23/0.05
), ArticleFig(id=1325500884829995577, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, language=EN, label=Tab.3, caption=

Comparison of average scores of risk factors among vocational college students with different potential categories of cumulative ecological risks(x ±s)

, figureFileSmall=null, figureFileBig=null, tableContent=
组别人数家庭类型家庭经济困难亲子关系朋友支持教师支持同学支持学校归属感
完整家庭—低风险1960.00±0.001.48±0.851.54±0.530.99±0.511.20±0.391.40±0.391.24±0.31
完整家庭—中风险7470.00±0.001.85±0.972.15±0.661.92±0.632.05±0.432.27±0.372.13±0.41
不完整家庭—中风险3501.14±0.352.17±1.032.55±0.672.07±0.832.16±0.742.39±0.652.21±0.68
完整家庭—中高风险3730.00±0.002.36±1.112.58±0.672.77±0.572.94±0.452.99±0.372.96±0.39
F值4 667.8842.79133.12335.08532.96565.97612.16
), ArticleFig(id=1325500884918075962, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, language=CN, label=表3, caption=

不同累积生态风险潜在类别高职学生风险因素平均得分比较(x ±s)

, figureFileSmall=null, figureFileBig=null, tableContent=
组别人数家庭类型家庭经济困难亲子关系朋友支持教师支持同学支持学校归属感
完整家庭—低风险1960.00±0.001.48±0.851.54±0.530.99±0.511.20±0.391.40±0.391.24±0.31
完整家庭—中风险7470.00±0.001.85±0.972.15±0.661.92±0.632.05±0.432.27±0.372.13±0.41
不完整家庭—中风险3501.14±0.352.17±1.032.55±0.672.07±0.832.16±0.742.39±0.652.21±0.68
完整家庭—中高风险3730.00±0.002.36±1.112.58±0.672.77±0.572.94±0.452.99±0.372.96±0.39
F值4 667.8842.79133.12335.08532.96565.97612.16
), ArticleFig(id=1325500884993573435, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, language=EN, label=Tab.4, caption=

Prediction of potential categories of cumulative ecological risks on academic engagement among vocational college students(n=1 666)

, figureFileSmall=null, figureFileBig=null, tableContent=
自变量模型1模型2模型3
β值t值β值t值β值t值
性别
    男生0.010.500.020.61-0.00-0.15
年级
    二0.041.500.041.680.031.25
    三-0.03-1.14-0.03-1.19-0.03-1.54
生源地
    乡村-0.03-0.970.020.54
    镇区-0.08-2.66**-0.04-1.24
累积生态风险潜在类别
    完整家庭—中风险-0.40-11.15**
    不完整家庭—中风险-0.40-12.16**
    完整家庭—中高风险-0.65-19.68**
ΔR2值0.0030.0050.196
), ArticleFig(id=1325500885266203196, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325500871412417038, language=CN, label=表4, caption=

累积生态风险潜在类别对高职学生学习投入的预测作用(n=1 666)

, figureFileSmall=null, figureFileBig=null, tableContent=
自变量模型1模型2模型3
β值t值β值t值β值t值
性别
    男生0.010.500.020.61-0.00-0.15
年级
    二0.041.500.041.680.031.25
    三-0.03-1.14-0.03-1.19-0.03-1.54
生源地
    乡村-0.03-0.970.020.54
    镇区-0.08-2.66**-0.04-1.24
累积生态风险潜在类别
    完整家庭—中风险-0.40-11.15**
    不完整家庭—中风险-0.40-12.16**
    完整家庭—中高风险-0.65-19.68**
ΔR2值0.0030.0050.196
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累积生态风险潜在类别对高等职业院校学生学习投入的影响
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方德兰 1 , 陈陈 *, 2
中国学校卫生 | 心理卫生 2025,46(2): 229-233
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中国学校卫生 |心理卫生 2025 , 46 (2) : 229 -233
累积生态风险潜在类别对高等职业院校学生学习投入的影响
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方德兰(1979-)，女，江苏溧阳人，硕士，副教授，主要研究方向为青少年心理与行为

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方德兰1, 陈陈*, 2
作者信息
  • 1徐州幼儿师范高等专科学校学前与特殊教育学院，江苏 221004
  • 2南京师范大学心理学院
通讯作者:
陈陈，E-mail：
作者简介:

方德兰(1979-)，女，江苏溧阳人，硕士，副教授，主要研究方向为青少年心理与行为

Effect of potential categories of cumulative ecological risk on academic engagement among vocational college students
Delan FANG1, Chen CHEN*, 2
Affiliations
  • 1Department of Preschool and Special Education, Xuzhou Kindergarten Teachers College, Xuzhou (221004), Jiangsu Province, China
出版时间: 2025-02-25 doi: 10.16835/j.cnki.1000-9817.2025058
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摘要
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目的

考查累积生态风险潜在类别对高等职业院校(高职)学生学习投入的影响，为提高高职学生的学习投入提供科学依据。

方法

于2024年5月采用方便抽样方法，选取江苏省徐州市6所高职专科学校3个年级的1 666名学生为研究对象，进行累积生态风险和学习投入的调查，采用潜在剖面分析探索累积生态风险的潜在类别，并检验其对学习投入的预测作用。

结果

高职学生累积生态风险存在4个潜在类别：完整家庭—低风险(占11.8%)、完整家庭—中风险(占44.8%)、不完整家庭—中风险(占21.0%)、完整家庭—中高风险(占22.4%)；不同累积生态风险潜在类别的学生学习投入得分差异有统计学意义(F=138.03，P<0.01)，完整家庭—低风险类别最高(102.95±15.74)，其次是完整家庭—中风险类别(87.67±14.26)、不完整家庭—中风险类别(84.53±19.25)、完整家庭—中高风险类别(73.24±20.13)。累积生态风险潜在类别显著预测学习投入，以完整家庭—低风险类别为参照时，完整家庭—中风险、不完整家庭—中风险、完整家庭—中高风险3个类别的回归系数分别为-0.40，-0.40和-0.65(P值均<0.01)。

结论

高职学生累积生态风险潜在类别显著预测学习投入，促进学生提高学习投入需要关注其累积生态风险及不同类别。

累积生态风险  /  学习  /  精神卫生  /  回归分析  /  学生
Objective

To explore the effects of potential categories of cumulative ecological risk on academic engagement, so as to provide theoretical basis for promoting academic engagement among vocational college students.

Methods

In May 2024, a convenience sampling method was used to select 1 666 students from three grades of six vocational colleges in Xuzhou City, Jiangsu Province. A survey was conducted on the cumulative ecological risk and academic engagement, and latent profile analysis was used to explore the potential categories of cumulative ecological risk and test its effect on academic engagement.

Results

There were four latent classes of cumulative ecological risk among vocational college students, namely, complete family-low risk group, complete family-medium risk group, incomplete family-medium risk group, complete family-moderate to high risk group, accounting for 11.8%, 44.8%, 21.0% and 22.4%. There were significant differences in academic engagement among different potential categories of cumulative ecological risk of students (F=138.03, P<0.01), with the highest level of academic engagement in the complete family-low risk group (102.95±15.74), followed by the complete family-medium risk group (87.67±14.26), incomplete family-medium risk group (84.53±19.25) and complete family-moderate to high risk group (73.24±20.13). The potential categories of cumulative ecological risk significantly predicted academic engagement (P<0.01). When the complete family-low risk group was used as a reference, the regression coefficients for the complete family-medium risk, incomplete family-medium risk, and complete family-moderate to high risk were -0.40, -0.40 and -0.65, respectively.

Conclusion

The potential categories of cumulative ecological risks among vocational college students significantly predict their academic engagement, and vocational colleges need to pay attention to the cumulative ecological risks and different potential categories of students when promoting their academic engagement.

Cumulative ecological risk  /  Learning  /  Mental health  /  Regression analysis  /  Students
方德兰, 陈陈. 累积生态风险潜在类别对高等职业院校学生学习投入的影响. 中国学校卫生, 2025 , 46 (2) : 229 -233 . DOI: 10.16835/j.cnki.1000-9817.2025058
Delan FANG, Chen CHEN. Effect of potential categories of cumulative ecological risk on academic engagement among vocational college students[J]. Chinese Journal of School Health, 2025 , 46 (2) : 229 -233 . DOI: 10.16835/j.cnki.1000-9817.2025058
正文
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学习投入是指一种与学习相关的、持久的、积极充实的心理状态，包括活力、奉献和专注3个核心维度[1-2]，是衡量教育质量的重要指标[3]。来自全国高等职业院校(以下简称“高职”)的学情调查显示，学生学习投入水平有待提高[4]，提高学生学习投入已成为职业院校学校教育工作的一项重要目标。
有研究表明，学习投入受到经济压力、家庭冲突、低社会支持等多种风险因素的影响[5-6]。累积生态风险模型认为，考察风险因素的累积比关注单一风险因素更符合生活实际[7]。人类发展的生物生态系统理论认为，个体的成长和发展同时受到家庭、学校、同伴、社区等生态子系统的影响，各个子系统中潜藏着可能影响个体发展的风险因素[8]，且不同子系统的风险因素往往具有协同发生性，没有任何单一风险因素会对个体的发展起决定性作用[9]。研究证实累积生态风险负向预测学生的学业能力和学业成就[10-11]。本研究以高职学生为研究对象，运用潜在剖面分析探讨其累积生态风险是否存在不同的潜在类别，以及不同潜在类别累积生态风险的学生学习投入水平是否存在差异，为提高高职学生的学习投入提供建议。
1　对象与方法
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1.1　对象
于2024年5月采用方便抽样方法，选取江苏省徐州市6所高职专科学校3个年级的学生为研究对象，共收到问卷2 194份，有效问卷1 666份，有效填答率75.93%。其中女生1 130名(67.8%)，男生536名(32.2%)；大一学生1 196名(71.8%)，大二学生351名(21.1%)，大三学生119名(7.1%)；乡村学生697名(41.8%)，镇区学生609名(36.6%)，城区学生360名(21.6%)。年龄18~28岁，平均年龄(18.86±1.36)岁，本研究得到徐州幼儿师范高等专科学校伦理审查委员会的批准(编号：20240401)。
1.2　调查方法
1.2.1　一般情况调查
主要包括性别、年龄、年级和生源地等。
1.2.2　累积生态风险
基于生物生态学理论，参考以往累积生态风险领域的相关研究[9-11]，本研究综合选取家庭、学校、同伴3个生态子系统中与高职学生学习投入密切有关的家庭类型、家庭经济困难、亲子关系、学校归属感、教师支持、同学支持、朋友支持7种风险因素。(1)家庭类型。采用单题“在家里，和你住在一起的家人有哪些?”(多选题)进行测量，选项包括亲生父亲、亲生母亲、继(养)父、继(养)母、祖父母或外祖父母、兄弟姐妹、其他人。亲生父亲和亲生母亲都被选择的为完整家庭，亲生父母缺失数目为0，计0分；亲生父亲和亲生母亲选择1项的，计1分；亲生父亲和亲生母亲都未被选择的，计2分。(2)家庭经济困难。采用4题版“经济压力问卷”测量家庭经济困难[12]，采用1(从不)~5(总是)5级计分，平均得分1~5分，得分越高表示家庭经济越困难。本研究中，该问卷Cronbach α系数为0.93。(3)亲子关系。采用“社会关系网络问卷”中亲子关系分问卷[10]测量亲子关系，7个题目，采用1(从不)~5(总是)5级计分，平均得分1~5分，得分越高表示亲子关系越好。本研究中该问卷的Cronbach α系数为0.85。(4)学校联结。采用学校联结量表测量学校联结[13]，共10个题目，包含学校归属感、教师支持、同学支持3个维度，采用1(完全不同意)~5(完全同意)5级计分，平均得分1~5分，得分越高表示学校联结程度越高。本研究中该量表的Cronbach α系数为0.88。(5)朋友支持。采用领悟社会支持量表中的朋友支持分量表测量朋友支持[14]，共3个题目，采用1(极不同意)~7(极同意)7级计分，平均得分1~7分，得分越高表示朋友支持越多。本研究中该量表的Cronbach α系数为0.97。
除家庭类型之外的6种风险因素计算平均分，亲子关系、学校联结、朋友支持采用反向计分，将7种风险因素平均得分相加，构建累积生态风险得分。
1.2.3　学习投入
使用方来坛等[2]修订的学习投入量表测量学习投入，共17个题目，包括活力、奉献和专注3个维度。采用1(从来没有)~7(总是)7级计分，总分17~119分，得分越高表示学习投入越高。本研究中该量表的Cronbach α系数为0.98。
1.3　测量程序
问卷调查采用线上填答的方式，征求并取得研究对象及所在学校知情同意，承诺保护个人信息。辅导员老师将学生集中到一起，由学生独立作答。学生填写问卷遵循自愿的原则，问卷填写大约耗时3~5 min。课题研究成员检查回收后的问卷，根据一定的标准，剔除填答时间过短、通篇选择同一选项等不合格问卷。
1.4　统计学分析
使用SPSS 26.0软件进行描述性统计、t检验、单因素方差分析、Pearson积差相关分析和多元线性回归分析；其中单因素方差分析的事后检验根据数据满足方差齐性选择LSD检验，数据不满足方差齐性选择Tamhane's T2检验。使用Mplus 8.30软件进行累积生态风险的潜在剖面分析，检验水准α=0.05。本研究所有连续变量峰度和偏度的绝对值均小于1.5，符合正态分布要求[15]。
探索累积生态风险的潜在类别，从1类开始，逐步增加类别数目，直至找到拟合数据最好的类别模型。选用的拟合指数包括赤池信息准则(akaike information criteria, AIC)、贝叶斯信息准则(bayesian information criteria, BIC)、调整后的贝叶斯信息准则(adjusted BIC, aBIC)、似然比(voung -Lo-Mendell-Rubin likelihood ratio test, VLMR)检验、修正似然比(Lo-Mendell-Rubin adjusted likelihood ratio test, aLMR)检验、自助法似然比检验(bootstrap likelihood ratio test, BLRT)，AIC、BIC和aBIC数值越小表示拟合越好；VLMR、aLMR和BLRT用于比较k-1和k类别间的拟合差异，如果P值有统计学意义，说明k组分类优于k-1组分类。熵(Entropy)>0.80是可接受的范围，越接近1表示分类越精确[16]。
2　结果
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2.1　共同方法偏差控制与检验
采用Harman单因素因子分析检验共同方法偏差，将测量累积生态风险和学习投入的所有项目都纳入探索性因子分析，提取特征根大于1的公因子9个，第一个因子方差的解释率为28.53%，低于40%，表明不受共同方法偏差的影响。
2.2　高职学生累积生态风险和学习投入情况
高职学生学习投入得分为(85.58±18.98)，累积生态风险得分为(13.28±3.37)，两者呈负相关(r=-0.55，P><0.01)。累积生态风险在不同性别、年级、生源地间差异均有统计学意义，学习投入得分不同生源地间差异有统计学意义(P值均<0.05)。进一步事后检验，大一学生累积生态风险得分高于大二学生、乡村学生高于镇区学生、镇区学生高于城区学生，镇区学生学习投入得分低于城区学生(P值均<0.05)。见表1。
2.3　高职学生累积生态风险的潜在剖面分析
基于被试在家庭类型得分和家庭经济困难、亲子关系、朋友支持、教师支持、同学支持、学校归属感6种风险因素的平均分，建立高职学生累积生态风险潜在剖面分析模型。依次从1到6类进行分类，不同类别的潜在剖面拟合指数如表2所示。从1类到6类，AIC、BIC、aBIC值逐渐减小，从3类开始，Entropy>0.80且逐类增加，5类开始VLMR和aLMR检验的P值均>0.05，说明4类别模型优于5类别，5类别模型优于6类别。由于5、6类别出现类别概率<5%的情况，不符合一般分类要求，本研究选择4类别作为最佳分组类别。
对朋友支持量表得分按5为最大值进行转换(得分除以7再乘以5)，除家庭类型外，其余6种风险因素平均分居于0~5分之间，“0~1.99分”为“低”，“2.00~3.00分”为“中”，“3.01~5.00分”为“高”。“C1类别”均值处于“0.99~1.54”，命名为“完整家庭—低风险”，占总人数的11.8%(196名)；“C2类别”均值处于“1.85~2.27”，命名为“完整家庭—中风险”，占总人数的44.8%(747名)；“C3类别”均值处于“2.07~2.39”，命名为“不完整家庭—中风险”，占总人数的21.0%(350名)；“C4类别”均值处于“2.36~2.99”，命名为“完整家庭—中高风险”，占总人数的22.4%(373名)。类别结果见图1。
对上述4个潜在类别的7种风险因素进行单因素方差分析，结果表明，不同潜在类别高职学生各种风险因素得分差异均有统计学意义(P值均<0.01)。进一步事后检验，完整家庭—低风险组除家庭类型风险得分和完整家庭—中风险组、完整家庭—中高风险组两组相等、且低于不完整家庭—中风险组外，其他6种风险因素平均得分均为最低；完整家庭—中风险组除家庭类型风险得分外，其他6种风险因素平均得分均低于不完整家庭—中风险组和完整家庭—中高风险组、高于完整家庭—低风险组；不完整家庭—中风险组家庭类型风险平均得分高于其他3组，除亲子关系风险平均得分外，其他5种风险因素平均得分均高于完整家庭—中风险组和完整家庭—低风险组、低于完整家庭—中高风险组；完整家庭—中高风险组除家庭类型和亲子关系风险平均得分外，其他5种风险因素平均得分均为最高(P值均<0.01)。见表3。
2.4　不同累积生态风险潜在类别高职学生学习投入差异
单因素方差分析结果表明，不同潜在类别高职学生的学习投入得分差异有统计学意义(F=138.03，P<0.01)，从高到低依次为完整家庭—低风险(102.95±15.74)、完整家庭—中风险(87.67±14.26)、不完整家庭—中风险(84.53±19.25)、完整家庭—中高风险(73.24±20.13)。
2.5　累积生态风险潜在类别对高职学生学习投入的预测
在控制性别、年级和生源地后，以累积生态风险潜在类别为自变量，学习投入得分为因变量进行多元线性回归分析，结果表明，模型1中，性别和年级对高职学生学习投入无显著影响[F(3，1 662)=1.65，P>0.05]。模型2中，生源地对高职学生学习投入有影响[F(5，1 660)=2.58，P<0.01]，与城区学生相比，镇区学生学习投入水平降低(β=-0.08)。模型3中，生源地对学习投入的影响作用不再显著，累积生态风险潜在类别对学习投入有影响[F(8, 1 657)=53.07，P<0.01]。具体而言，与完整家庭—低风险类别相比，完整家庭—中风险、不完整家庭—中风险和完整家庭—中高风险类别学生的学习投入水平均降低(β值分别为-0.40，-0.40，-0.65，P值均<0.01)。见表4。
3　讨论
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本研究采用潜在剖面分析方法，发现高职学生累积生态风险完整家庭—中风险类别人数最多，占总人数的44.8%，其次是不完整家庭—中风险和完整家庭—中高风险，完整家庭—低风险类别占总人数的比例最小(11.8%)，证实了高职学生累积生态风险存在异质性。
完整家庭—中高风险类别的学生群体，从家庭子系统到同伴子系统、到学校子系统，经历的风险总和逐渐提高。其他3个类别在所有风险因素中经历的亲子关系风险均相对较高，其次是同学支持风险、教师支持风险，最低的是朋友支持风险。这一方面体现了生物生态系统理论强调的不同生态子系统都潜藏着影响个体发展的风险因素[8]，另一方面也支持了不同生态子系统间相互影响、具有协同性的特点。另外，从研究结果看，不同潜在类别高职学生的学习投入存在差异，累积生态风险潜在类别显著预测学习投入，因此，有必要从累积生态风险的角度考查影响学习投入的风险因素。
本研究对提高高职学生学习投入具有一定的现实意义。首先，应客观认识到高职学生面临着多重生态风险因素的影响。其次，促进学生提高学习投入，可以考虑从干预累积生态风险这一视角着手，尤其从多系统、多种风险因素同步进行干预为佳。再次，学校内的互动交往是学生学习投入发展和维持的核心力量[17]。学校应营造积极的学习环境，增强学校归属感，减少学校风险。最后，从调查结果看，高职学生亲子关系风险水平普遍较高，考虑到生态子系统的协同性和家庭子系统对学生成长的重要性，学校应引导家长和子女建立和谐的亲子关系，在减少家庭风险给学生带来负面影响的同时，也可能会改善学校、同伴等其他子系统风险的影响。
本研究存在一定的不足。第一，构建累积生态风险不能穷尽所有风险因素，仅选取与高职学生关系密切的风险因素。第二，被试来自一座城市的6所学校，样本代表性可能不足以反映高职学生群体。第三，横向研究不利于把握变量之间的因果关系，未来可以设计纵向研究，探究累积生态风险的发展特点及其不同潜在类别对学生学习投入的作用机制，为提高学生学习投入找到更精准的干预“靶点”。
基金
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  • 江苏省高校哲学社会科学研究一般项目(2023SJYB1210)；江苏省高职院校教师专业带头人高端研修项目(2023GRFX078)
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2025年第46卷第2期
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doi: 10.16835/j.cnki.1000-9817.2025058
  • 接收时间：2024-09-29
  • 首发时间：2026-11-06
  • 出版时间：2025-02-25
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  • 收稿日期：2024-09-29
  • 修回日期：2024-12-09
基金
江苏省高校哲学社会科学研究一般项目(2023SJYB1210)；江苏省高职院校教师专业带头人高端研修项目(2023GRFX078)
作者信息
    1徐州幼儿师范高等专科学校学前与特殊教育学院，江苏 221004
    2南京师范大学心理学院

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Percentage of total
species (%)
鹅膏菌科Amanitaceae 2 11 5.26 鹅膏菌属 Amanita 10 4.78
小菇科 Mycenaceae 2 12 5.74 丝盖伞属 Inocybe 5 2.39
多孔菌科 Polyporaceae 8 14 6.70 蜡蘑属 Laccaria 5 2.39
红菇科 Russulaceae 3 23 11.00 小皮伞属 Marasmius 6 2.87
小菇属 Mycena 11 5.26
光柄菇属 Pluteus 5 2.39
红菇属 Russula 17 8.13
栓菌属 Trametes 5 2.39
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