近年来，内卷频繁发生于教育领域中，它正侵蚀着大学生的生活，改变大学生的行为表现。此现象的发生促使教育内卷成为社会各界人士普遍关注的话题。本研究基于文化再生产理论视角，采用质性研究的个案研究方式，通过访谈法和实物收集法收集资料，厘清大学生教育内卷的背景因素，探讨大学生教育内卷的类型，并且揭示不同类型的教育内卷对大学生产生的影响。

       通过对资料进行类属分析，研究发现：大学生教育内卷的类型可以归类为“享受型内卷”、“倦怠型内卷”、“被迫或裹挟型内卷”、“排斥型内卷”及“开放型内卷”。除“排斥型内卷”的大学生外，其余类型的大学生参与教育内卷都存在或高或低的功利性目的。此外，不同类型的教育内卷对大学生也产生了不同的影响。“享受型内卷”、“排斥型内卷”及“开放型内卷”的大学生所受到的影响偏正面；“倦怠型内卷”的大学生所受到的影响从正面转向负面；“被迫或裹挟型内卷”的大学生所受到的影响偏负面。其中，同辈群体是多数受访者表示他们深陷教育内卷的重要因素。参与教育内卷后，心理状态的变化对多数受访者也影响最大，促使他们开始出现自卑、焦虑、疲惫等的心理障碍。

       综上所述，由于社会场域、学校教育场域及家庭教育场域里存在不同的权力斗争，促使不同阶层的大学生与同辈群体展开激烈且无效的竞争。在资源有限的情况下，处于不同阶层的大学生都想通过教育维持自己的阶层地位或实现阶层跃升，促使大学生都被迫参与进去。基于研究结论与讨论，研究者建议：一是学校提供舒适的心理辅导环境及聘请心理咨询师，以便为大学生提供心理咨询服务；二是学校应加强对导师督导的工作，提高导师素质，真正帮助学生解决生活上和学习上的问题；三是学校应加强校企合作，为大学生提供不同职业相关的渠道，帮助掌握不同资本数量的大学生获取对等的职业岗位信息。

       In recent years, involution has occurred frequently in the field of education, and it is eroding the lives of college students and changing their behavioral performance. The occurrence of this phenomenon has prompted educational involution to become a topic of general concern for people from all walks of life. Based on the theory of cultural reproduction, this study adopts a qualitative case study approach and collects data through interviews and physical collection methods to clarify the background factors of educational involution among college students, explore the types of educational involution among college students, and reveal the impact of different types of educational involution on college students.

       By analyzing the data, it is found that the types of educational involution of college students can be categorized as “enjoyment involution”, “burnout involution”, “forced or hostage involution”, “exclusion involution”, and “openness involution”. With the “exclusion involution”, all the other types of university students have a high or low utilitarian purpose for participating in educational involution. In addition, different types of educational invoicing had different effects on college students. The impacts of “enjoyment involution”, “exclusion involution” and “openness involution” scrolls were positive; “burnout involution” scrolls were positive to negative way; and the impacts of “forced or hostage involution” scrolls were negative. Peer groups were the most important factor for most respondents to indicate that they were deeply involved in educational involution. Changes in psychological status after involvement in educational involution also had the greatest impact on most of the interviewees, prompting them to begin to experience psychological disorders such as low self-esteem, anxiety, and fatigue.

       To summarize, the existence of different power struggles in the social field, schooling field and family education field prompts college students from different classes to compete fiercely and ineffectively with their peer groups. With limited resources, college students in different classes want to maintain their class status or achieve class advancement through education, prompting college students to be forced to participate in it. Based on the findings and discussions, the researcher suggests that: firstly, schools should provide a comfortable counseling environment and hire counselors in order to provide psychological counseling services for college students; secondly, schools should strengthen the work of tutor supervision, improve the quality of tutors, and really help students to solve the problems in life and study; thirdly, schools should strengthen the cooperation between schools and enterprises, provide college students with different career-related channels, and help college students with different amounts of capital to obtain equal opportunities. The third is that schools should strengthen the cooperation between schools and enterprises, provide different career-related channels for college students, and help college students with different capital quantities to obtain information about reciprocal career positions.