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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2023年06期

页码:

93-102

栏目:

学位与研究生教育

出版日期:

2023-12-20

文章信息/Info

Title:

The Effect of Academic Atmosphere on Graduate Research Engagement:The Role of Cognitive Needs and Self-Control

作者:

马 婧¹ 姜 萌² 刘欣欣³

1.郑州大学 教育学院; 2.哈尔滨工业大学 社会科学学院;3.郑州大学 公共卫生学院

Author(s):

MA Jing¹ JIANG Meng² LIU Xin-xin³

1.School of Education, Zhengzhou University; 2.School of Humanities, Social Sciences &Law, Harbin Institute of Technology;3.College of Public Health, Zhengzhou University

关键词:

学术氛围; 科研投入; 认知需求; 自我控制; 研究生

Keywords:

academic atmosphere; research engagement; cognitive needs; self-control; graduate students

分类号:

G643

文献标志码:

A

摘要:

科研投入是评估研究生教育质量的过程性指标,受外部环境和个人内部特征的影响。已有研究较少从多元性外部组织环境和个体内部特征共同深入探讨科研投入如何被影响。本研究运用偏最小二乘法,通过多维度分析高校科研工作的整体性组织变量——学术氛围,对研究生科研投入的影响,并引入研究生个人内部特征变量——自我控制、认知需求,具体分析研究生自我控制在学术氛围和科研投入二者之间的中介作用以及研究生认知需求在中介路径中的调节作用。研究发现:学术氛围三维度中的教师支持、自主机会对研究生的科研投入有正向预测作用。自我控制在教师支持、自主机会与科研投入之间起部分中介作用,在同伴支持与科研投入之间起完全中介作用。与低认知需求的研究生相比,高认知需求研究生的自我控制对科研投入影响更积极。认知需求在学术氛围三维度与科研投入之间的调节作用也存在差异。为有效提高研究生的科研投入水平,应分主次营造积极的学术氛围、培养研究生自我控制能力、根据认知需求特征有针对性实施培养策略。

Abstract:

Research engagement is a processual index for evaluating the quality of postgraduate education, influenced by both external environments and individual internal characteristics. Existing research seldom explores the effects of research engagement from a multidimensional perspective incorporating both external organizational environments and individual characteristics. This study employs the partial least squares method to analyze the influence of the academic atmosphere—a multidimensional organizational variable—on graduate research engagement, integrating personal traits of graduate students such as self-control and cognitive needs to dissect the mediating role of self-control between academic atmosphere and research engagement and the moderating effect of cognitive needs on this pathway. Findings indicate that dimensions of academic atmosphere, particularly teacher support and opportunities for autonomy, positively predict graduate research engagement. Self-control partially mediates the relationship between teacher support, opportunities for autonomy, and research engagement and fully mediates between peer support and research engagement. Compared with peers exhibiting lower cognitive needs, graduate students with higher cognitive needs demonstrate a more positive impact of self-control on research engagement. Variations are also evident in the moderating effects of cognitive needs across the dimensions of academic atmosphere and research engagement. To effectively enhance graduate research engagement, it is necessary to foster a conducive academic atmosphere, develop the self-control abilities of graduate students, and enact targeted training strategies based on cognitive needs characteristics.

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更新日期/Last Update: 2023-12-20