本科生学业成绩与考研录取结果的关联性研究——以省属一本大学高分子材料与工程专业为例

Exploring the Association between Undergraduate Academic Performanceand Postgraduate Admission Outcomes—An Empirical Study Based on Polymer Materials and Engineering Major at a Provincial University

摘要: 探究本科学业成绩与研究生录取结果的关联，对优化高校人才培养模式具有重要价值。本研究以省属一本大学高分子材料与工程专业2025届124名毕业生为样本，分析前七学期加权平均分与考研录取的关系。研究发现二者呈明显阶梯式正相关：前9名推免生录取率100% (88.9%进入985高校)，第10~35名为80.8%，第36~80名为51.1%，第81名后仅11.4%。研究识别出四个关键阈值：第9名(前7.3%)为推免资格线，第23名(前18.5%)为985高校录取分水岭，第35名(前28.2%)为高质量深造分界线，第80名(前64.5%)为重点高校录取边界。这一“阶梯效应”揭示了学业成绩对学生发展路径的深远影响，为高校分层精准指导提供了实证依据。本文据此从学业预警、分类培养、考研指导等方面提出了改进建议。

Abstract: Investigating the relationship between undergraduate academic performance and postgraduate admission outcomes is of significant value for optimizing talent cultivation models in higher education. This study examines 124 graduates from the Class of 2025 majoring in Polymer Materials and Engineering at a provincial first-tier university, analyzing the correlation between cumulative weighted average scores over the first seven semesters and postgraduate admission results. The findings reveal a pronounced stepwise positive correlation: the top 9 students, all granted recommendation-based admission exemption, achieved a 100% admission rate (with 88.9% admitted to 985 Project universities); students ranked 10~35 attained an 80.8% admission rate; those ranked 36~80 reached 51.1%; while students ranked 81st and below achieved only 11.4%. Four critical thresholds were identified: rank 9 (top 7.3%) as the cutoff for recommendation-based admission exemption, rank 23 (top 18.5%) as the watershed for admission to 985 Project universities, rank 35 (top 28.2%) as the demarcation line for high-quality postgraduate opportunities, and rank 80 (top 64.5%) as the boundary for admission to key universities. This “step effect” underscores the profound influence of academic performance on students’ developmental trajectories, providing empirical evidence for implementing stratified and targeted guidance in universities. Based on these findings, recommendations are proposed concerning academic early-warning mechanisms, differentiated cultivation approaches, and postgraduate examination preparation support.