学生事务工作是高等教育工作的重要组成部分。随着我国社会的转型以及高等教育大众化阶段的到来，高等教育面临的环境和对象都发生了较大的变化，这给高校学生事务工作的进一步发展带来了机遇，同时也带来了挑战。学生事务工作与学术事务工作的有效合作是高等教育发展的趋势。探索学生事务工作对学生学业发展的影响和学术事务工作对学生非学业发展的影响是实现两者有效合作的重要前提。我国高校学生事务工作的职能主要集中在思想政治教育、心理健康辅导、学生社团管理和学生就业能力培养等方面，对学生学业发展缺乏关注，因此国内关于学生事务工作对学生学业发展的影响研究一直无人问津，学生事务工作与学术事务工作的合作也始终无法达成。本文的研究目的是尝试回答“我国高校学生事务工作对学生学业发展到底产生怎样的作用”这一问题。基于丁托的辍学理论、阿斯汀的学生融入理论以及特伦奇尼等人的大学影响模型，本研究提出了学生事务工作通过影响学生的大学社会性融入（同辈关系、师生关系）和学术性融入（学习投入、学习兴趣和学习策略）而对学生学业发展产生直接和间接作用的路径分析框架。利用北京师范大学社会发展与公共政策学院2006年对中西部15所高校的8528名大学本科一至三年级学生的调查数据，使用学生在一个学期内的学业成绩变化作为其学业发展的测量指标，在控制学生学期初的学业成绩和个人特征等因素后，采用路径分析的方法探讨了中西部高校学生社会实践工作与就业指导工作对学生学业发展的影响。研究发现：（一）中西部高校社会实践工作1. 对一年级学生的学业发展产生积极的直接作用；2. 对一年级学生的同辈关系产生积极的直接作用，并通过对学生同辈关系的影响而对学生学业产生积极的间接作用；3. 对一年级学生的师生关系产生消极的直接作用，并通过对学生师生关系的影响而对学生学业产生消极的间接作用；4. 对二年级学生的学业发展产生积极的直接作用；5. 对二年级学生的学术性融入产生积极的直接作用，并通过对学生学术性融入的影响而对学生学业产生积极的间接作用；6. 对三年级学生的学业发展没有任何作用。（二）中西部高校就业指导和服务工作1. 对一年级学生的学业发展产生消极的直接作用；2. 对一年级学生的同辈关系产生消极的直接作用，并通过对学生同辈关系的影响而对学生学业产生消极的间接作用；3. 对一年级学生的师生关系产生积极的直接作用，并通过对学生师生关系的影响而对学生学业产生积极的间接作用；4. 对一年级学生的学术性融入产生消极的直接作用，并通过对学生学术性融入的影响而对学生学业产生消极的间接作用；5. 对二年级学生的师生关系产生积极的直接作用，并通过对学生师生关系的影响而对学生学业产生积极的间接作用；6. 对二年级学生的学术性融入产生消极的直接作用，并通过对学生学术性融入的影响而对学生学业产生消极的间接作用；7. 对三年级学生的学业发展没有任何作用。本文的主要创新之处在于，在扎实的理论借鉴和详细的文献梳理的基础上，提出了自己的概念分析框架，并利用我国中西部高校的大样本调查数据，就学生事务工作对学生学业发展的作用进行了量化研究，这在国内尚属开创性研究。

Student affairs are crutial components of higher education. With social transition and increasing accessibility of people to higher education in China, the educational environments and subjects are changing substantially, which have brought both opportunities and challenges to the work of student affairs. Cooperation of student academic affairs and student affaris is the trend of higher education development around the the world. It is increasingly important to explore the effects of student affairs on students’ academic development and the effects of student academic affairs on student no-academic development. The functions of student affairs are oriented at education in ideology, psychological counseling, student organization management, and student employment training in the universities in China. Up to date, research on the effects of student affairs on students’ academic development, and the cooperation between student affairs and academic affairs remains a blank spot in China. This study tries to respond to the question, which is “what are the effects of student affairs on students’ academic development”.Based on Student Dropout Theory by Tinto, Student Involvement Theory by Astin, and College Impact Model by Terenzini et al., this study begins with a conceptual framework, which indicates that student affairs affect students’ academic development through students’ social and academic involvement, directly and indirectly. Using data collected by the School of Social Development and Public Policy, Beijing Normal University in 2006, which consists of 8528 undergraduates from 15 universities in Midwesten China, this study explores the effects of student social practices work and vocational direction and service work on students’ academic development. The main findings are as follows:The work of student social practice, 1. has an active, direct effect on freshmen’s academic development. 2. has an active direct effect on freshmen’s peer relationship, and an active indirect effect on freshmen’s academic development through peer relationship. 3. has a passive, direct effect on freshmem’s faculty-student relationship, and a passive, indirect effect on freshmen’s academic development through faculty-student relationship. 4. has an active, direct effect on the sophomores’ academic development. 5. has active, direct effect on the sophomores’ academic involvement, and an active, indirect effect on sophomores’ academic development through academic involvement. 6. has no any effects on juniors’ academic development.The work of vocational direction and service, 1. has a passive, direct effect on freshmen’s academic development. 2. has a passive direct effect on the freshmen’s peer relationship, and a passive indirect effect on freshmen’s academic development through peer relationship. 3. has active, direct effect on freshmem’s faculty-student relationship, and an active, indirect effect on freshmen’s academic development through faculty-student relationship. 4. has passive, direct effect on the freshmen’s academic involvement, and a passive, indirect effect on freshmen’s academic development through academic involvement. 5. has active, direct effect on sophomores’ faculty-student relationship, and an active, indirect effect on sophomores’ academic development through faculty-student relationship. 6. has passive, direct effect on the sophomores’ academic involvement, and a passive, indirect effect on sophomores’ academic development through academic involvement. 7. has no effects on juniors’ academic development.The major innovation of this study is that it is a pioneering work in exploring the effects of student affairs on the students’ academic development using a large sample data in China. Student affairs and academic development are important topics for research in higher education. The study on the relationship between these two topics, however, is rare. This study fills in a blank spot in domestic research.