Effect of potential categories of cumulative ecological risk on academic engagement among vocational college students
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摘要:
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。 Abstract: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. -
Key words:
- Cumulative ecological risk /
- Learning /
- Mental health /
- Regression analysis /
- Students
1) 利益冲突声明 所有作者声明无利益冲突。 -
图 1 高职学生累积生态风险潜在类别
Figure 1. Potential categories of cumulative ecological risks for vocational college students
表 1 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)
Table 1. Comparison of cumulative ecological risk and academic engagement scores among vocational college students with different demographic characteristics(x ±s)
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 536 13.72±3.45 84.99±20.61 女 1 130 13.12±3.33 85.80±18.33 t值 3.25* -0.74 年级 大一 1 196 13.43±3.36 85.30±19.13 大二 351 12.81±3.31 87.27±16.50 大三 119 13.21±3.52 83.35±23.57 F值 4.62* 2.35 生源地 乡村 697 13.95±3.21 85.98±17.77 镇区 609 13.10±3.18 84.11±18.71 城区 360 12.29±3.37 87.28±21.42 F值 31.23** 3.43* 注： *P<0.05，**P<0.01。 
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表 2 高职学生累积生态风险潜在剖面分析拟合信息(n=1 666)
Table 2. Fitting information of potential profile analysis of cumulative ecological risk among vocational college students(n=1 666)
类别 自由度 AIC值 BIC值 aBIC值 Entropy PVLMR值 PaLMR值 PBLRT值 类别概率 1 14 26 453.98 26 529.83 26 485.361.00 1.00 2 22 24 062.61 24 181.81 24 111.92 0.77 0.00 0.00 0.00 0.46/0.54 3 30 22 655.61 22 818.15 22 722.85 0.87 0.02 0.02 0.00 0.39/0.40/0.21 4 38 21 986.69 22 192.58 22 071.86 0.89 0.00 0.00 0.00 0.12/0.45/0.21/0.22 5 46 21 922.40 22 171.63 22 025.50 0.91 1.00 0.10 0.00 0.01/0.12/0.44/0.22/0.21 6 54 20 627.92 20 920.50 20 748.95 0.93 0.12 0.12 0.00 0.43/0.13/0.12/0.040.23/0.05
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表 3 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)
Table 3. Comparison of average scores of risk factors among vocational college students with different potential categories of cumulative ecological risks(x ±s)
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 196 0.00±0.00 1.48±0.85 1.54±0.53 0.99±0.51 1.20±0.39 1.40±0.39 1.24±0.31 完整家庭—中风险 747 0.00±0.00 1.85±0.97 2.15±0.66 1.92±0.63 2.05±0.43 2.27±0.37 2.13±0.41 不完整家庭—中风险 350 1.14±0.35 2.17±1.03 2.55±0.67 2.07±0.83 2.16±0.74 2.39±0.65 2.21±0.68 完整家庭—中高风险 373 0.00±0.00 2.36±1.11 2.58±0.67 2.77±0.57 2.94±0.45 2.99±0.37 2.96±0.39 F值 4 667.88 42.79 133.12 335.08 532.96 565.97 612.16 注： P值均<0.01。
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表 4 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)
Table 4. Prediction of potential categories of cumulative ecological risks on academic engagement among vocational college students(n=1 666)
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 0.01 0.50 0.02 0.61 -0.00 -0.15 年级 二 0.04 1.50 0.04 1.68 0.03 1.25 三 -0.03 -1.14 -0.03 -1.19 -0.03 -1.54 生源地 乡村 -0.03 -0.97 0.02 0.54 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 0.003 0.005 0.196 注：性别以女生为参照，年级以一年级为参照，生源地以城区为参照，累积生态风险潜在类别以完整家庭—低风险为参照；**P<0.01；模型1未调整变量，模型2控制性别和年级，模型3控制性别、年级和生源地。
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