The social integration of migrant population has received considerable attention from scholars, but previous studies have lacked empirical research on the interplay between the different dimensions of social integration. As a result, it is difficult to provide a comprehensive understanding of the differences in integration paths among various groups. Building on prior research, this paper divides social integration into four dimensions: economic integration, behavioral adaptation, psychological integration, and local identity.  Using the sample of Beijing, Shanghai, Guangzhou, and Shenzhen derived from the 2017 China Migrants Dynamic Survey, and employing a multi-group structural equation model, this paper explores the similarities and differences in the integration paths of different educational groups within the migrant population. The results indicate that the group with a junior high school education or below exhibits three integration paths: "economic integration - psychological integration - local identity," "behavioral adaptation - psychological integration - local identity," and "behavioral adaptation - local identity." The group with a high school or technical secondary school education follows a similar pattern, but behavioral adaptation does not directly improve local identity. The group with a college degree or above demonstrates four paths: "economic integration - local identity," "economic integration - behavioral adaptation - psychological integration - local identity," "economic integration - psychological integration - local identity," and "behavioral adaptation - psychological integration - local identity." These findings highlight that differences among migrant population groups are a crucial factor affecting their social integration paths, and they should be considered in the formulation of citizenization policies.

流动人口的社会融入已经得到学界广泛关注,但既有文献对流动人口社会融入各维度之间的互动关系缺乏实证研究,也较少关注不同流动人口群体社会融入的路径差异。借鉴已有研究,本文将社会融入划分为经济立足、行为适应、心理融入和身份认同四个维度,并基于2017年中国流动人口动态监测调查数据中北京、上海、广州和深圳四座一线城市的样本,使用多群组结构方程模型探究不同教育程度的群体社会融入路径的异同。研究发现,初中及以下学历群体的经济立足状况、行为适应水平通过提升心理融入实现身份认同,行为适应也能直接提升身份认同。高中或中专学历群体与之相似,但其行为适应并不能直接促进身份认同。大专及以上学历群体则拥有 “经济立足 身份认同”“经济立足 行为适应 心理融入 身份认同” “经济立足 心理融入 身份认同”和 “行为适应 心理融入 身份认同”的多元化融入路径。结果表明,流动人口群体差异是影响其社会融入路径的重要因素,市民化相关政策需要予以充分考虑。