“摆烂”作为“内卷化”下的反向话语已经风靡大学生的社交媒体和现实生活，在“双一流”大学生这一看似迥异的群体中尤为常见。但现有“摆烂”研究仍停留在行为、言语层面，尚未出现置于内卷的语境中针对一种指向教育制度弊病的“摆烂”的研究，同时缺乏实证基础。本研究通过访谈14位“双一流”大学生并进行编码和内容分析的质性研究方法，对“摆烂”的类型进行了再分类，即言行统一的消极“摆烂”、言行分裂但认知为摆烂的“内卷”式“摆烂”、言行分裂但不认为自己摆烂的社交表演型“摆烂”。研究发现，“摆烂”与任务的长期特性与反馈周期、枯燥乏味的内容等事件本身属性紧密相关，同时也深受个体对内卷文化的认知、负面情绪的影响，此外也受到包括基础教育惯习、社会大环境规训、同辈压力在内的环境因素的共同影响，这三者之间交互影响着“摆烂”；同时，这三大因素在班杜拉社会认知理论下，形成了行为、认知、环境的三元交互系统，解释了“摆烂”的成因。本研究为更好理解“摆烂”现象提供了新的切入点，同时建议大学生面对“摆烂”时应当接纳自我，通过行动逐步走出“摆烂”。

"Bailan", as a reverse discourse under the "involution", has been popular in the social media and real life of college students, especially in the seemingly different groups of "double first-class" college students. However, the existing research still stays at the behavioral and verbal levels, and there is no "bailan" research aiming at the drawbacks of the education system , and the empirical basis is lacking. By interviewing 14 "double first-class" college students and conducting qualitative research methods of coding and content analysis, this study reclassified the types of bailan: negative "bailan" whose words and deeds are unified, "involution" of bailan whose words and deeds are split but cognition is "bailan", and social performance "bailan" whose words and deeds are split but don't think they are "bailan". It is found that the long-term characteristics of "bailan" and task are closely related to the attributes of the event itself, such as feedback cycle, boring content, etc. At the same time, "Bailan" is also influenced by individuals' cognition and negative emotions of internal test culture, and is also jointly influenced by environmental factors including basic education habits, social environment discipline and peer pressure. The interaction between these three influences "bailan". At the same time, these three factors under the Bandura social cognition theory, formed the behavior, cognition, environment of the three interaction system, explain the cause of "bailan".This study provides a new entry point for better understanding of "bailan" phenomenon, and suggests that college students should accept themselves when facing "bailan" and step out of "bailan" through actions.