农村大学生在大学期间的学业和心理适应，既关乎他们在校期间乃至毕业后的持续发展，也是衡量我国教育公平的重要指标。然而，以往研究或过于笼统或从单一视角考察他们的学业和心理适应问题，未能综合学业和心理适应的多项指标来全面考察其真实适应状况。此外，农村大学生在学业和心理适应上可能相较于城市大学生处于不利地位，同时，他们内部在学业和心理适应上也可能存在分化。而现有研究更多关注他们的适应结果，且对造成分化结果的前因机制的关注有所偏狭，如过于关注家庭等先赋性因素的影响，而忽视了潜在学校社会资源可利用性的积极作用。对于农村大学生而言，能否在学校内构建良好的社会网络关系可能是造成其学业和心理适应分化结果的重要原因。这些关系有利于他们获取各类资源、提高控制感，从而可能增强对阶层流动的积极感知，并由此在学业和心理上适应良好。然而，目前未有研究从阶层流动感知的中介作用的角度来探讨这个问题，这不利于理清学校社会网络关系为何影响农村大学生的学业和心理适应。同时，根据相关理论和已有研究，教育价值观作为一种内生动力及内部动机资源，高水平教育价值观可能使农村大学生更能从学校社会网络关系中获取各类教育资源及控制感等，这可能会增强外部学校社会网络关系的促进作用，然而教育价值观如何调节学校社会网络关系的预测作用大小，亦需要进一步探讨。考察学校社会网络关系和教育价值观如何共同作用于农村大学生的阶层流动感知及学业和心理适应，不仅可以弥补现有研究对内外因素相互作用的关注不足，而且有助于我们理清导致农村大学生在学业和心理适应上存在分化的路径与机制，从而为科学有效地利用内外部资源以促进他们的学业和心理适应提供科学依据。此外，在研究方法上，以往研究多采用横断问卷调查，缺乏更客观有效的研究手段，故而在学校社会网络关系对农村大学生学业和心理适应影响机制的研究上，仍缺乏充足的科学支持。

鉴于此，本研究对农村大学生在学业和心理适应上的现状进行描述，并深入探讨学校社会网络关系为何（中介机制）以及如何（调节机制）影响农村大学生的学业和心理适应。本研究主要通过四项实证研究，采用半结构化访谈法、横断和纵向问卷调查法、混合研究方法、实验启动法和干预法多种研究手段，对上述问题进行探讨。

研究一描述了农村大学生在学业和心理适应上的现状及初步探讨了学校社会网络关系与其适应结果的关系。研究1a为质性研究，以30名城市和农村大学生为被试，对他们进行半结构化访谈。研究1b为量化研究，以679名城市与农村大学生为被试，对他们进行横断问卷调查。结果发现，在整体上，相较于城市大学生，农村大学生在学业和心理适应上均处于劣势。此外，农村大学生内部在学业和心理适应上存在一定分化，虽有部分农村大学生有较好的学业和心理适应，但也有一半左右的农村大学生有中等乃至较差的学业和心理适应，表现为学习投入不足、在学业困难任务中缺乏坚持性、幸福感较低以及常体验消极情绪。此外，结果还发现学校社会网络关系有助于农村大学生在学业和心理适应上取得良好表现。

鉴于在研究一中发现的农村大学生在学业和心理适应上的不足，研究二进一步聚焦农村大学生，探讨学校社会网络关系与农村大学生学业和心理适应的关系。研究2a为混合研究，以308名农村大学生为被试，让被试描述其学校社会网络关系并评分，同时测量学业和心理适应。研究2b为实验研究，以128名农村大学生为被试，通过“阅读-写作”任务操纵学校社会网络关系，并测量学习投入意向、学业坚持倾向以及当前幸福感和消极情绪。研究结果揭示了学校社会网络关系与农村大学生学业和心理适应的因果关系。

研究三在研究二的基础上，进一步探讨学校社会网络关系影响农村大学生学业和心理适应的内在机制及边界条件。研究3a为纵向追踪研究，以669名农村大学生为被试，在三个时间点对主要变量进行测量。研究3b为实验研究，以472名农村大学生为被试，通过“阅读-写作”和“想象-写作”任务，分别操纵被试的教育价值观以及学校社会网络关系，然后测量当前的阶层流动感知、学习投入意向、学业坚持倾向以及当前的幸福感和消极情绪。结果发现，在跨时间的预测及短时启动中，学校社会网络关系均能有效促进农村大学生对阶层流动的积极感知，进而影响他们的学业和心理适应。此外，对于持高水平教育价值观的农村大学生而言，学校社会网络关系对其学业坚持和幸福感的直接影响更强，且阶层流动感知的中介作用也更强。

基于研究一至三所揭示的学校社会网络关系对农村大学生学业和心理适应的重要影响。研究四进一步探讨了学校社会网络关系干预对农村大学生学业和心理适应的提升作用。研究四以124名农村大学生为被试，将他们分配到实验组和对照组，进行为期4周的干预。同时，对干预的即时效果和维持效果进行检验。结果发现，经过干预后，农村大学生的学校社会网络关系、阶层流动感知、学习投入和心理适应得到增强。

通过上述四个研究，本研究主要得到以下结论：（1）在学业和心理适应的现状上：在整体上，与城市大学生相比，农村大学生在学业和心理适应上处于劣势。同时，农村大学生内部在学业和心理适应上存在分化。因此，农村大学生及其学业和心理适应亟需受到关注。（2）无论是在长时以及短时影响中，学校社会网络关系均对农村大学生的学业和心理适应有积极的促进作用，阶层流动感知在上述关系中起中介作用。（3）教育价值观调节学校社会网络关系对农村大学生学业和心理适应的直接或间接影响。具体而言，对于持高水平教育价值观的农村大学生，学校社会网络关系更能直接影响学业坚持以及幸福感，同时，学校社会网络关系也更能通过阶层流动感知的中介作用影响学业和心理适应。（4）对农村大学生的学校社会网络关系进行干预，有助于改善他们的阶层流动感知以及学习投入、幸福感和消极情绪。

总的来说，本研究通过聚焦学业和心理适应的多项指标，对农村大学生的学业和心理适应现状进行描述，并理清学校社会网络关系影响农村大学生学业和心理适应的内在机制。本研究不仅深化了社会资本理论和发展资源框架理论在农村大学生群体中的探讨，而且提供了有力的科学依据，支持从内外部资源的整合视角出发，制定有针对性的教育政策和措施，以促进农村大学生的学业和心理适应，从而推动教育公平。

Rural college students’ academic and psychological adaptation during their university years not only relates to their ongoing development during and post-graduation but also serves as a critical metric for assessing the equity of our educational system. However, regarding the status of rural college students’ academic and psychological adaptation, the previous studies were either too general or from a single perspective. They failed to comprehensively investigate their adaptation status by integrating multiple academic and psychological adaptation indicators. In addition, rural college students still face challenges in academic and psychological adaptation compared with urban college students. At the same time, there may be differentiation in academic and psychological adaptation among rural college students. However, existing studies concentrate more on academic and psychological adaptation outcomes and narrowly focus on the causal mechanisms that lead to different academic and psychological adaptation results. For example, they pay too much attention to the mechanisms of influence involving hard-to-change factors such as family background while ignoring the positive effects of the availability of potential school social resources. For rural college students, the ability to establish good social network relationships at school may be an essential reason for the differentiated outcomes in their academic and psychological adaptation. These relationships can help them access various resources and enhance their sense of control, which may strengthen their perception of class mobility and facilitate good academic and psychological adaptation. However, no studies have explored this issue from the perception of class mobility as a mediator. This hinders our understanding of how social network relationships at school affect rural college students’ academic and psychological adaptation. Furthermore, related theories and existing research also suggest that educational values, as an essential internal motivation resource for rural college students, whether holding high or low levels of educational values, will enhance or weaken the positive effects and value of external social network relationships at school, also needs to be further explored. Examining how social network relationships at school and educational values jointly influence rural college students’ perception of class mobility and their academic and psychological adaptation can not only fill the lack of attention paid by existing studies on the interaction of internal and external factors affecting the adaptation outcomes but also elucidates the pathways and mechanisms that lead to the differentiation in academic and psychological adaptation among rural college students. Such insights offer a scientific foundation for strategically leveraging internal and external resources to enhance academic and psychological adaptation of rural college students. Furthermore, previous studies have primarily employed cross-sectional questionnaire surveys, which lack more objective and effective research methods. Consequently, there is an insufficient scientific basis for understanding the impact mechanism of social network relationships at school on rural college students’ academic and psychological adaptation.

Considering this, the current study describes rural college students’ academic and psychological adaptation status and explores the internal mechanism of the influence of social network relationships at school on their academic and psychological adaptation. The current study primarily adopts four empirical studies, utilizing semi-structured interview, cross-sectional and longitudinal questionnaire surveys, mixed research approach, experimental priming methods, and intervention method to explore the issues above.

Study 1 explored the current academic and psychological adaptation status among rural college students and identified the factors that affected their academic and psychological adaptations. Study 1a was a qualitative study that involved a total of 30 urban and rural college students as participants and employed semi-structured interviews with them. Study 1b was a quantitative study that included a total of 679 urban and rural college students as participants and employed a cross-sectional questionnaire survey among them. The results found that rural college students were disadvantaged compared to urban college students in terms of academic and psychological adaptation. In addition, there was a certain degree of differentiation among rural college students in terms of academic and psychological adaptation. Although some rural college students exhibited good academic and psychological adaptation, nearly half of them demonstrated moderate to poor academic and psychological adaptation, characterized by reduced engagement in learning, a lack of persistence in academic tasks, lower levels of happiness, and frequent experiences of negative emotions. The results also highlighted the critical role that social network relationships at school play in fostering the academic and psychological adaptation of rural college students.

Building on the findings from Study 1, which highlighted the academic and psychological adaptation challenges faced by rural college students, Study 2 further focused on rural college students to explore the relationships between social network relationships at school and rural college students’ academic and psychological adaptation. Study 2a was a mixed-methods study with a total of 308 rural college students as the participants. In Study 2a, the participants were asked to describe their school social network relationships, which were then rated by scorers. Simultaneously, Study 2a also measured their academic performance and psychological adaptation. Study 2b was an experimental study that included a total of 128 rural college students as participants. Study 2b manipulated social network relationships at school through a “reading-writing” task. Subsequently, their intention of learning engagement, academic persistence tendency, and current levels of happiness and negative emotions were measured. The results found that social network relationships at school positively impact the academic and psychological adaptation of rural college students.

Based on the findings of Study 2, Study 3 further investigated the intrinsic mechanisms of social network relationships at school and rural college students’ academic and psychological adaptation. Study 3a was a longitudinal tracking study that included a total of 669 rural college students as participants, and it measured the main variables at three-time points. Study 3b was an experimental study that involved a total of 472 rural college students as participants. It employed a two-factor between-subjects design. Using the “reading-writing” and “imagination-writing” tasks, Study 3b simultaneously manipulated the educational values (high/low) and the social network relationships at school (strong/weak). Subsequently, their current perception of class mobility, intention of learning engagement, academic persistence tendency, and current levels of happiness and negative emotions were measured. The results found that in both the short and long term, social network relationships at school could effectively promote rural college students’ positive perception of class mobility, which in turn affected their academic and psychological adaptation. Additionally, for rural college students with strong educational values, social network relationships at school were more effective in enhancing rural college students’ academic persistence and happiness and the mediating role of the perception of class mobility were stronger

Based on the critical impact of social network relationships at school on the academic and psychological adaptation of rural college students revealed by Studies 1 to 3, Study 4 further explored the enhancing effects of interventions involving social network relationships at school on the academic and psychological adaptation of rural college students. Study 4 was an intervention study that involved a total of 124 rural college students as participants, who were assigned to the experimental group (i.e., the intervention group) and the control group to undergo a 4-week intervention. Meanwhile, the intervention’s immediate effects (T1) and one month latter’s long-term effects (T2) were tested. The results found that after the intervention, rural college students’ school social network relationships, perception of class mobility, learning engagement, and psychological adaptation were enhanced.

Through the above four studies, this study mainly draws the following conclusions: (1) rural college students are found to be at a relative disadvantage when compared to college students in terms of academic and psychological adaptation. Moreover, regarding the status of academic and psychological adaptation, differentiation exist between academic and psychological adaptation among rural college students. Consequently, rural college students and their academic and psychological adaptation need urgent attention. (2) Both in the long and short term, social network relationships at school positively enhance rural college students’ academic and psychological adaptation, and the perception of class mobility acts as a mediating role in the above relationships. (3) Educational values moderate the direct or indirect effects of social network relationships at school on rural college students’ academic and psychological adaptation. Specifically, for rural college students with high levels of educational values, the effects of social network relationships at school on the rural college students’ academic persistence and happiness are stronger. Meanwhile, the mediating effects of the perception of class mobility within social network relationships at school on rural college students’ academic and psychological adaptation are also stronger. (4) The intervention in the social network relationships at school of rural college students enhances their perception of class mobility, as well as their learning engagement and happiness, and reduces negative emotions.

Generally speaking, this study describes the current situation of academic and psychological adaptation of rural college students by focusing on the multiple indicators of academic and psychological adaptation and clarifies the underlying mechanisms of how social network relationships at school influence academic and psychological adaptation. This study not only deepens the exploration of the Social Capital Theory and Development Assets Framework Theory in rural college students but also provides a solid scientific basis to support the formulation and implementation of targeted education policies and measures from the perspective of internal and external resource integration, to promote the adaptive development of rural college students in school and promote educational equity.