高校学生资助能够帮助家庭经济困难学生获得平等接受教育的机会，给他们创造集中精力、安心学习的环境，是高校日常运行管理和思政育人的重要任务和重要环节。建国以来，党和国家不断完善和健全资助政策体制，不断改进和提升资助工作水平，使越来越多的家庭经济困难学生受益。近年来，资助发展注重公平型导向，使越来越多的家庭经济困难学生受益；资助金额及覆盖人数增长趋缓，说明“脱贫攻坚战”初见成效。当前，确保占大学生总数20%以上的贫困学生不因经济困难而失学的目标已基本实现，而要从根本上阻断贫困代际传递，实现“个个有技能，人人有梦想”，已成为新时代高校资助工作的新诉求和新任务。高等教育资助能否真正帮助大学生“上好学、就好业、走好路”，在帮助学生解决经济困难的同时，强化品行和能力培养，提高综合素质，使他们共同享有人生出彩的机会，培养他们成为社会主义合格建设者和可靠接班人，是未来“发展型资助”工作的本质要求。高校资助有很多形式，不同类型资助对大学生发展各个阶段和部分的作用机制和效果如何，是否存在差异，怎样通过协调各类资助的平衡、发挥不同资助的作用以实现更优的育人效果，是研究重点关注和想要解决的问题。 本文首先系统回顾了中国高等教育学生资助的发展历程，总结经验，查找问题，并对大学生资助的内涵和分类进行了归纳。随后，依据“有偿/无偿”、“效率/公平”两个维度，将资助划分为“无偿-效率型”、“无偿-公平型”、“有偿-公平型”、“有偿-效率型”四个类别，分别选取奖学金、助学金、助学贷款和勤工助学作为每个类别代表的资助形式。在此基础上，以资助对大学生学业、品德以及就业等个人发展情况的影响及机制效应为框架，以资助的育人效果为导向，侧重于从不同资助模式的角度进行对比研究。主要围绕“问题设定—模型构建—数据描述—实证分析”的研究思路展开，依次分析资助对大学生学业、品德及就业所产生的影响机制及其效果，以探究不同类型资助对大学生全面发展的作用，并为构建全员、全过程、全方位的资助育人体系提供有益借鉴。 第一，本文选取了心理素质、个人能力、学习投入和学业适应等四个中介变量，探讨不同类型资助对大学生学业成绩的影响及其内在机制。研究结果表明，总体来看，不同资助类型对学业成绩的总效应均为正向，从大至小依次为奖学金、勤工助学、助学贷款和助学金，表明效率导向型资助相比于公平型资助更具激励作用。奖学金、助学贷款和助学金对学业成绩有直接影响，其中助学金和助学贷款起到了负向制约作用，可能的原因在于“助困型”资助“标签效应”造成的“自卑、自闭”不良情绪和“等、靠、要”错误思想，影响学生的学习动力和心理状态。勤工助学对学业成绩的直接效应并不显著，但通过增加学习投入、提高个人能力、增强学业适应等途径提升了综合素质和对学业重要性的认知，进而间接提高了大学生的学业表现。资助通过提升心理素质作用于学业表现的间接效应并不显著，说明需要进一步加强对家庭经济困难学生的精神帮扶，促进他们努力学习、自立自强。 第二，本文分别选取自信心、宽容意识、团队合作和责任意识四个变量衡量品德的精神动力激励功能、道德品格塑造功能、社会交往培育功能以及思想信念引领功能，用倾向得分匹配的方法，考察各种类型资助对大学生品德的影响。研究发现，获得奖学金的学生更具团队合作和责任意识，但缺乏宽容意识，应是源于奖学金带来的激励作用、精英意识和自我认可；获得奖学金对学生的自信心有提升作用但并不显著，可能原因在于优秀学生自信意识的边际效应递减。获得助学金的学生更容易有消极的自信心、团队合作和责任意识表现，且在统计上显著，可能的原因在于助学金助长了“等、靠、要”的错误思想，以及评定过程中“标签效应”导致的自卑情绪。申请助学贷款的学生明显更具自信，但宽容意识不足，可能原因在于自主自我意识的增强。参加勤工助学的学生更具责任意识，得益于实践中对担当、服务和奉献精神的培养；勤工助学活动有利于提升学生的自信心、宽容意识和团队合作精神，但影响并不显著。 第三，本文分别选取了毕业选择与预期薪酬作为就业情况的度量标准，利用多元Logit模型探讨了不同类型资助对就业的影响。研究发现，获得奖学金的学生毕业后更有可能选择升学，获得助学金和参加勤工助学的学生更倾向毕业后直接就业，获得助学贷款的学生对未来的预期更不确定。就起薪收入而言，获得奖学金的学生预期更高，获得助学金的学生预期较低。 最后，文章以“构建物质帮助、道德浸润、能力拓展、精神激励有效融合的长效机制”为切入点，提出资助体系改进框架：以完善的资助体系为基础，缓解困难学生的经济压力；以主流的价值塑造为引领，培育困难学生的优良品行；以全面的能力培养为核心，提升困难学生的综合素质；以务实的精神帮扶为依托，培养困难学生的健康心理。在每一个框架内，基于研究结论，有针对性的提出对当前具体的改进建议，为政府制定大学生经济资助政策、高校落实资助育人工作提供决策依据。

China's higher education financial aid can help students from impoverished families to gain an equal access to education, and create an environment where they can concentrate on their studies. It is an important mission and crucial part in the daily operation and management of colleges, as well as in the ideological and political education. Since the founding of the People's Republic of China, Chinese Communist Party and the Government have continuously improved the financial aid policies and the level of subsidy work, benefiting more and more students with financial difficulties. In recent years, the financial aid has been characterized by fairness-based orientation, benefiting an increasing number of students from families with financial difficulties; The amount of the funding and the number of people who received financial aids tend to increase slowly, which indicates the success of “Fighting against Poverty” policy. Helping the students to solve the economic difficulties, as well as strengthening the moral cultivation and ability training, improving the comprehensive quality, helping them to make achievements and training them to become the qualified socialist builders and reliable successors, which is the essence of the current “Developmental Aid”. Based on the diverse categories of higher education financial aids, the research emphasisand the problems need to be investigated and solved are listed as follows: Whatare the mechanisms and effects of different types of aids ondifferent stages and parts of college students'development? Are there any differences?How to coordinate and balance the various types of subsidies and fully fulfill their functions so as to achieve a better educational effect? Initially,this paper systematically reviews the development process of higher education financial aid in China, summarizes the experience, investigates the problems, and sums up the connotation and classification of financial aids for college students. Subsequently, based on two dimensions of “paid/unpaid” and “efficiency/ equity”, the financial aids are divided into four categories: “unpaid-efficiency type”,“unpaid-equitytype”,“paid-equity type” and “paid-efficiency type”.Scholarships, grants, student loans and work-study grants are selected as the representatives of each category.On this basis, oriented with the educational effects of financial aids, this paper is framed with the influences and mechanisms of financial aids on personal development such as academic life,moral cultivation and career of college students, as well as emphasizing the comparative study of different modes of financial aids. Mainly focused on the perspectives of “questiondefining-modeling-data description-empirical analysis”, this paper investigates the influencing mechanism and effects on college students' academic performance,moral cultivation and career exerted by financial aids. It is also aimed to explore the functions of different types of financial aidsin the realization ofcollege students’comprehensive development, and provide a beneficial instance to establish an entire-personnel, whole-process and comprehensive financial aid system. Firstly, this paper chooses four mediating variables includingpsychological quality,personal ability,learning investment and academic adaptationto explore how different types of financial aids affect students' academic development and the profound factors. The research demonstrates that the general effect of different types of financial aids on academic achievement is positive, and thedegrees of impacts of scholarships, work-study programs, student loans and grants are ordered from the largest to the smallest, indicating that the efficiency-oriented financial aid tends to be more motivating than the equity-oriented one. Scholarships, student loans and grants exert a direct influence on academic achievement, while grants and student loans play a negative role. The possible reason is that the “label effect” of need-based financial aid causes negative senses of inferiority and autism and the mistaken ideas of "waiting, relying and wanting", affecting students' motivation and their psychological condition.The direct effect of work-study program exerting on academic achievement is not significant. However, it improves students’ comprehensive quality and the recognition of importance of academic life by enhancing their learning investment, individual ability and academic adaptation, thus indirectly improving the academic performance of college students. The indirect effect exerted by financial aid on academic performance by strengthening psychological diathesis is not significant, which indicates that it is necessary to further strengthen the psychological support for students with financial difficulties and encourage them to work hard and become self-reliant. Secondly, this study selects four variables—self-confidence, tolerance, teamwork spirit and responsibility—as the indictors for spiritual motivation, moral cultivation, sociability training and ideological guidance respectively. The effects of various categories of financial aids on the moral education of college students are obtained through the method of “propensity score matching”. It shows that students who obtain scholarships are more likely to have a strong sense of teamwork and responsibility, but lack tolerance, which dues tothe motivation, elite consciousness and self-recognition resulting from scholarships. Gaining scholarship exerts a positive but not significant effect on students' self-confidence, which may attribute to the diminishing marginal effect of excellent students' confidence awareness. It is statistically significant that grant-aided students tend to have negative attitudes towards self-confidence, teamwork and responsibility. Probably, the grants contribute to the mistaken ideas of "waiting, relying and wanting" and a sense of inferiority resulting from the “label effect” during the evaluation process. Students applying for student loans are confident, but less tolerant, perhaps because of increased autonomy and self-awareness. Students who attend work-study programs are more responsible, benefiting from the education ofobligation, service awareness and dedication spirit in practice. Work-study activities can strengthen students' senses of confidence, tolerance and teamwork, but the effects are not significant. Thirdly, this paper investigatesthe influences of different aids on the career by using the multiple Logit Model, withthe graduation choice and the expected salary as the measurement criteria of employment.It indicates that students obtaining scholarships tend to pursue advanced education after graduation. Grant-aided students and students who attend work-study programs are more likely to work directly after graduation. Students who gain student loans show uncertainties about their future prospects. The starting earnings of students who achieve scholarships are expected to be higher, while grant-aided students expect lower salary. Based on the conclusion, this paper proposes targeted suggestions to improve the current financial aid system, and provides a decision-making basis for the government to formulate the financial aid policy for college students, as well as for the universities to implement the educational function of financial aid. In the future, it is necessary to alleviate economic pressure of poor students based on anoptimizingfunding system. Guided by socialist values, good conduct of students with financial difficulties needs to be cultivated. Taking comprehensive competence as the core, it is crucial to enhance the comprehensive quality of students in poverty.With the pragmatic psychological support, the education of impoverished students’ mental heath needs to be strengthened.