Journal of Social Science Innovation

JSSI, Vol. 1, No. 1, 2026, pp.25-38

Print ISSN: 3134-9226; Online ISSN: 3134-9234

Journal homepage: https://www.ssijournal.com

上行社会比较对大学生学习投入的影响：一个有调节的中介模型

卢    蕊（Lu Rui），魏祥迁（Wei Xiangqian）

摘要：在教育公平与学生发展议题持续升温的背景下，大学生的学习投入如何受到外部社会参照与家庭资源差异的影响已成为教育社会学关注的重要问题。本研究基于社会比较理论与社会认知理论，探讨上行社会比较对大学生学习投入的影响机制，并重点考察学业自我效能感的中介作用及家庭经济水平在其中的调节作用。采用问卷法对390名大学生进行调查，统计结果表明：（1）上行社会比较显著正向预测学业自我效能感，且学业自我效能感显著正向预测学习投入；（2）上行社会比较对学习投入存在显著正向直接效应；（3）家庭经济水平负向显著调节上行社会比较对学业自我效能感的影响，即在低家庭经济水平群体中，上行社会比较对学业自我效能感的正向作用更强。这说明上行社会比较既可直接促进大学生的学习投入，也可通过提升其学业自我效能感间接促进学习投入；同时，家庭经济水平作为重要环境因素影响上行社会比较向学业自我效能感的转化强度，即家庭经济条件越好，上行社会比较对学业自我效能感的正向预测作用越弱；反之，家庭经济条件越差，上行社会比较对学业自我效能感的正向影响越强。研究揭示了上行社会比较影响学习投入的心理机制及家庭经济水平作为边界条件在其中发挥的作用，为提升大学生学习投入、关注弱势背景大学生的心理资源培育提供了理论参考与实证支持。

关键词：上行社会比较；学习投入；学业自我效能感；家庭经济水平；大学生

作者简介：卢蕊，硕士研究生，曲阜师范大学心理学院，研究方向：幸福感。电邮：2123210453@qq.com。魏祥迁（通讯作者），教授，曲阜师范大学心理学院，研究方向：主要关注应用心理学领域中人的幸福感（生活质量）研究。电邮：weixqian@qfnu.edu.cn。

Title: The Impact of Upward Social Comparison on Undergraduates’ Learning Engagement: A Moderated Mediation Model

Abstract: Against the backdrop of growing concerns about educational equity and student development, how students form learning motivation and invest in learning under the joint influence of external social references and differences in family resources has become an important issue in educational psychology and educational sociology. Based on social comparison theory and social cognitive theory, this study explored the mechanism through which Upward Social Comparison influences Learning Engagement, with a particular focus on the mediating role of Academic Self-efficacy and the moderating role of Family Economic Status. Using a questionnaire survey, data were collected from 390 Undergraduates. The results showed that: (1) Upward Social Comparison significantly and positively predicted Academic Self-efficacy, and Academic Self-efficacy significantly and positively predicted Learning Engagement; (2) Upward Social Comparison had a significant positive direct effect on Learning Engagement; (3) Family Economic Status negatively moderated the effect of Upward Social Comparison on Academic Self-efficacy, such that the positive effect of Upward Social Comparison on Academic Self-efficacy was stronger among the group with low Family Economic Status. The conclusions indicate that Upward Social Comparison can promote Learning Engagement directly and can also promote Learning Engagement indirectly by enhancing Academic Self-efficacy. Meanwhile, Family Economic Status, as an important contextual factor, influences the strength of the transformation from Upward Social Comparison to Academic Self-efficacy: the higher the Family Economic Status, the weaker the positive predictive effect, whereas the lower the Family Economic Status, the stronger the positive effect. This study reveals the psychological mechanism through which Upward Social Comparison affects Learning Engagement, as well as the moderating role of family economic status as a boundary condition in this process, providing theoretical references and empirical support for improving Undergraduates’ Learning Engagement and for cultivating psychological resources among Undergraduates from disadvantaged backgrounds.

Keywords: Upward Social Comparison; Learning Engagement; Academic Self-efficacy; Family Economic Status; Undergraduates

Author Biographies: Lu Rui is a master’s student at the School of Psychology, Qufu Normal University. Her research interest focuses on well-being. E-mail: 2123210453@qq.com. Wei Xiangqian (Corresponding Author) is a professor at the School of Psychology, Qufu Normal University. His research interests mainly focus on well-being (quality of life) in applied psychology. E-mail: weixqian@qfnu.edu.cn.

Received: 22 Mar 2026 / Revised: 19 Apr 2026 / Accepted: 24 Apr 2026 / Published online: 30 Apr 2026 / Print published: 30 May 2026.