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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2025年02期

页码:

150-160

栏目:

教育改革与发展

出版日期:

2025-04-20

文章信息/Info

Title:

How College Students Differentiate: Growth Trajectories and Potential Categories of Core Competencies

作者:

杨立军^{1 2} 陈雨萱³

1.南京邮电大学 教学质量监控与评估中心;2.南京邮电大学通达学院;3.南京邮电大学 教育科学与技术学院

Author(s):

YANG Li-jun^{1 2} CHEN Yu-xuan³

1.Teaching Quality Monitoring and Evaluation Center, Nanjing University of Posts and Telecommunications;2.Tongda College of Nanjing University of Posts and Telecommunications;3.School of Educational Science and Technology,Nanjing University of Posts and Telecommunications

关键词:

核心能力; 增长轨迹; 潜在类别; 潜剖面分析; 增值评价

Keywords:

core abilities;  growth trend;  latent categories;  latent profile analysis;  value-added evaluation

分类号:

G645.5

文献标志码:

A

摘要:

学生能力变化的轨迹与潜在类别是理解“学生在学校里如何差异化发展”的核心。基于某高校六年三届学生的追踪调查数据,以潜发展模型与潜剖面分析方法,探究大学生能力变化的轨迹及发展样态。研究发现:从整体来看,大学期间学生核心能力得到了普遍增值,能力变化呈现非线性增长轨迹,具有“正U型”“倒U型”“近似直线型”的差异化发展形态;从个体来看,学生核心能力四年间有升有降,按照能力起点水平、增值速度与变化方向划分为“领跑者”“徘徊者”“爆发者”“退步者”“慢进者”以及“落后者”六个潜在类别,其中中等起点高速度提升的“爆发者”人数占三分之一为最多,慢进者次之;从成因来看,核心能力发展水平与速度受性别、生源地、学科等影响,基础能力、通用能力和创新能力等三维能力的结构水平与核心能力发展的类型形成有关。

Abstract:

The trajectories and latent categories of students’ abilities are central to understand how students differentiate during their time in college. Based on longitudinal survey data from three cohorts over six years at a university, this study employs a latent growth model and latent profile analysis to explore the trajectories and patterns of college students’ core abilities development. The study finds that, from the overall perspective, the core abilities of college students have generally increased during their university years, and the growth trajectories of their abilities are nonlinear, forming“positive U-shaped,”“negative U-shaped,”and“approximately linear”differentiated development patterns. From the individual perspective, the core abilities of college students have risen and fallen during their four years of study, as well as six latent categories:“leader,”“wanderer,”“burst,”“backslider,”“progressor,”and“laggard.”Among them, the number of “bursts” characterized by the medium-level starting point, low-speed growth in one or two years, and rapid growth in three or four years accounted for one-third of the largest, followed by “progressor.” In terms of influencing factors, the development level of core competence is influenced by gender, origin and discipline, and the structural level of three-dimensional ability, such as basic ability, general ability and innovation ability, is related to the type formation of core competence development.

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更新日期/Last Update: 2025-04-20