在当代教育情境中，竞争愈发激烈，社会比较已成为常态，对学生情绪、动机乃至学业发展的影响不容忽视，且不同方向学业社会比较的影响存在差异，对不同方向学业社会比较影响学生学习的心理机制的研究尚不充分。根据情境期望价值理论，学习价值认知被视为影响学生学业成就的重要因素之一，也很可能受到社会比较这一社会因素的影响，但目前仍缺乏实证研究对此进行验证。因此，本研究从当代大学生受困于高频率社会比较的现状出发，聚焦于不同方向的学业社会比较对大学生学习生活的影响，并结合情境期望价值理论，探讨学习价值认知在不同方向学业社会比较与学业投入间的中介作用。

本研究使用改编的中学生学业社会比较问卷、密歇根青少年生活转变研究量表、学习成本认知量表、学业投入量表和学习疏离量表，对514名国内高校大学生进行调查。研究结果表明：（1）向上比较显著正向预测学业投入，负向预测学业疏离，而向下比较显著正向预测学业疏离。（2）学习价值认知在不同方向学业社会比较和学业投入、学业疏离之间起中介作用。具体来说，向上比较显著正向预测兴趣价值和成就价值，进而正向预测学业投入。向下比较显著负向预测兴趣价值和成就价值、正向预测成本认知，进而负向预测学业投入。同时，向下比较还显著正向预测成本认知，进而正向预测学业疏离。这一结果不仅扩充了情景期望价值理论的部分内容，更提示教育工作者重视学生的学习价值认知，通过增加学生的兴趣价值和成就价值、降低成本认知，进而提升内卷环境下学生的学习动机、增加学业投入。

In contemporary educational contexts, competition is becoming increasingly fierce, and social comparison has become the norm. The impact on students' emotions, motivation, and even academic development cannot be ignored.

Moreover, the effects of academic social comparison in different directions vary, and research on the psychological mechanisms by which different directions of academic social comparison influence students' learning is still insufficient. According to the situated expectancy-value theory, cognitive learning value is considered one of the important factors affecting student academic achievement, and it is also likely to be influenced by social comparison as a social factor. However, there is still a lack of empirical research to verify this. Therefore, this study starts from the current situation of contemporary college students being trapped in high-frequency social comparison, focuses on the impact of academic social comparison in different directions on the learning life of college students, and combines the situated expectancy-value theory to explore the mediating role of learning value cognition between academic social comparison and academic engagement among college students.

This study conducted a survey on 514 college students using academic social comparison questionnaire for middle school students, Michigan Study of Adolescent Life Transitions, the Learning Cost Cognitive Scale, the Academic Engagement Scale, and the Academic Disengagement Scale. The research results indicate that: (1) Upward comparison is significantly positive in predicting academic engagement, negative in predicting academic alienation, and downward comparison is significantly positive in predicting academic disengagement. (2) The cognitive value of learning plays a mediating role between academic social comparison in different directions, academic engagement, and academic disengagement. Specifically, upward comparison positively predicts interest value and achievement value, and then positively predicts academic engagement. Downward comparison negatively predicts interest value and achievement value, positively forecasts cost cognition, and consequently predicts a negative outcome for academic engagement. At the same time, downward comparison also significantly predicts cost cognition, and then positively predicts academic disengagement. This result not only enriches the partial content of the situated expectancy-value theory, but also suggests that educators should pay attention to students' learning value cognition, increase their interest value and achievement value, reduce the cost cognition, and then enhance their motivation to learn and increase academic engagement in the context of intense competition.