技术发展推动了数字化学习，高职学生的专业学习与技术发展密切相关，信息技术支持下的高职学生学习更为常态化。多数研究认为这种学习方式会对学生学习产生正向影响，数字化学习能力作为进行数字化学习的必要条件受到越来越多的关注。泛在环境下，数字化学习能力不仅会影响学生的学业参与，也与学习绩效有着密切关系，但三者间的关系与作用机制尚不明确。为回应这一问题，还需要考虑教师在学生学习过程中的重要作用，师生互动深刻影响高职学生的学习。

本研究基于3P学习模型，围绕核心问题——高职学生数字化学习能力、学业参与和学习绩效存在怎样的关系，采取量化研究方法，使用2022年北京师范大学国家职业教育研究院组织进行的职业教育学生发展调查数据，对三个变量进行现状测量，探索三个变量在不同性别、年级、专业和上网时间上的差异，并探究了相关关系、潜变量中介模型和师生互动对中介模型的调节作用。

研究结果显示：（1）高职学生的数字化学习能力和学习绩效还有提升空间，学业参与缺乏主动性，数字化学习能力在不同维度上存在差异，信息素养维度得分最高，行为管理维度得分最低。（2）高职学生的数字化学习能力、学业参与在不同性别、年级、专业和上网时间上存在差异，学习绩效在不同年级、专业和上网时间上存在差异。（3）高职学生数字化学习能力中的信息素养、意愿管理和行为管理以及学业参与能促进学生学习绩效的提高。高职学生的数字化学习能力对于学业参与具有预测作用，且数字化学习能力各子维度对于主动参与的显著预测路径多于规则参与。（4）学业参与在高职学生数字化学习能力与学习绩效之间起到中介作用，主动参与的中介作用大于规则参与，学业参与在思维能力与学习绩效之间产生遮掩效应。（5）师生互动调节了高职学生数字化学习能力、学业参与和学习绩效的影响机制。师生互动低的高职学生的数字化学习能力对于学业参与和学习绩效的显著直接预测路径反而多于师生互动高的高职学生。对于低互动组的高职学生，主动参与的中介效应置信区间显著的也多于高互动组。

基于分析和结论，提出以下建议：第一，促进学生深度学习，激发学生高阶思维；第二，优化师生互动行为，促进学生主动参与；第三，加强思想引领，规范学生学习行为。

The development of technology has promoted digital learning, and the professional learning of higher vocational students is closely related to technological development. With the support of information technology, the learning of higher vocational students has become more normalized. Many studies believe that this learning method will have a positive impact on students' learning. As a necessary condition for digital learning, digital learning competence has received more and more attention. In a ubiquitous environment, digital learning competence not only affects students' involvement, but also has a close relationship with learning performance. However, the relationship and mechanism among the three are still unclear. To address this issue, we also need to consider the significant role of teachers in students' learning process, as teacher-student interaction profoundly influences the learning of vocational college students.

This study, based on the 3P learning model, focuses on the core question: what is the relationship between vocational college students' digital learning competence, student involvement, and learning performance? It adopts a quantitative research method and utilizes the data from the Vocational Education Student Development Survey conducted by the National Institute of Vocational Education Research at Beijing Normal University in 2022 to measure the current status of these three variables. It explores the differences in these variables among different genders,

grades, majors, and internet usage time, and investigates the correlation, latent variable mediation models, and the moderating role of teacher-student interaction on the mediation models.

The research results show that: (1) There is still room for improvement in vocational college students' digital learning competence and learning performance, and their academic involvement lacks initiative. There are differences in different dimensions of digital learning competence, with the highest score in the information literacy dimension and the lowest score in the behavior management dimension. (2) There are differences in digital learning competence and academic participation among vocational college students of different genders, grades, majors, and internet usage time, and differences in learning performance among different grades, majors, and internet usage time. (3) Information literacy, willing management, behavior management, and academic involvement in vocational college students' digital learning competence can promote the improvement of students' learning performance. Digital learning competence has a predictive effect on academic involvement, and the significant predictive paths of each sub-dimension of digital learning competence for active participation are more than those for regular participation. (4) Academic participation plays a mediating role between digital learning competence and learning performance among vocational college students, with the mediating effect of active participation being greater than regular involvement. Academic involvement has a masking effect between thinking literacy and learning performance. (5) Teacher-student interaction moderates the influence mechanism of digital learning competence, academic involvement, and learning performance among vocational college students. Vocational college students with low teacher-student interaction have more significant direct predictive paths of digital learning competence on academic involvement and learning performance than those with high teacher-student interaction. For the low-interaction group, the significant confidence intervals of the mediating effect of active involvement are also more than those of the high-interaction group.

Based on the analysis and conclusions, the following suggestions are proposed: first, promote students' deep learning and stimulate their high-order thinking; second, optimize teacher-student interaction to promote students' active involvement; third, strengthen ideological guidance and regulate students' learning behavior.