earticle

영어

Purpose: This study aimed to analyze the factors contributing to academic underachievement among university students and the characteristics of students on academic probation, including changes in the learning environment after the COVID-19 pandemic, and to propose directions for improving university learning support systems. Methods: A systematic literature review was conducted on domestic and international studies published between 2015 and 2024. Sixty-nine studies related to academic underachievement and academic probation were analyzed, and 21 learning support program studies were examined in depth. Results: Academic underachievement was found to stem from complex interactions among cognitive, emotional, behavioral, and environmental factors, with new risks—such as digital literacy gaps, online learning fatigue, and reduced self-regulation—emerging after the COVID-19 pandemic. Existing learning support programs, including strategy-based, counseling-based, multi-component, and online formats, showed short-term benefits, but lacked personalized support and evidence of long-term effectiveness. Conclusion: Universities should strengthen grade-based academic probation policies by establishing multi-layered support systems that incorporate early warning systems (EWS), individualized academic and emotional support, and learning strategies optimized for online and blended learning environments.

중국어

本研究旨在综合分析新冠疫情后变化的学习环境背景下大学生学业困难因素及学业预 警生特征,进而提出构建大学学业支持体系以预防学业困难并促进学业恢复的策略方向.研究方法, 通过系统性文献综述, 对2015年至2024年间国内外学术文献进行检索,共纳入69篇 研究,其中对21项学业支持项目案例进行了深度分析. 研究结果 : 大学生学习困难是认知, 情绪,行为及环境因素共同作用的结果.新冠疫情后,数字素养差距,网络疲劳,自我调节 能力下降等新型风险因素尤为突出.现有学习支持项目虽以学习策略,情绪疏导,复合型服 务和线上平台为核心开展,但存在成效短暂,个性化支持不足,长期效果验证不充分等明显 短板.研究结论, 高校需完善以成绩标准为核心的学籍警告机制,构建包含早期预警系统 (EWS),个性化学习与情感支持,适应网络环境的学习策略培训在内的多层级支持体系.