正式组织理论视域下专业型硕士生导生关系的影响因素

Influencing factors of professional master’s degree student-tutor relationship from the perspective of formal organization theory

目的:探究专业型硕士生导生关系的影响因素。方法:基于正式组织理论,设计导生关系影响因素调查问卷,采用随机抽样的方式对温州、杭州等高校中413名专业型硕士研究生展开匿名调查,并构建结构方程模型,通过22个观测变量分析4个潜变量:共同目标、协作意愿、沟通交流、导生关系和谐度之间的关系。结果:此次被调查对象的导生关系和谐度、共同目标、协作意愿、沟通交流维度的平均分均略高于中值3,仍然存在提升空间。其中高校、学科是否双一流在导生关系各维度上差异无统计学意义(P>0.05),而应届生组的导生共同目标、协作意愿、沟通交流指标大于非应届生组,差异有统计学意义(P<0.05)。结构方程模型的路径分析结果显示,共同目标(β=0.29,P<0.01)、协作意愿(β=0.38,P<0.01)和沟通交流(β=0.32,P<0.01)都对导生关系和谐度有显著正向影响。通过比较模型的标准化路径系数发现,协作意愿(β=0.38,P<0.01)对导生关系和谐度影响最为显著,其次是沟通交流(β=0.32,P<0.01)、共同目标(β=0.29,P<0.01);观察变量系数显示学生自身的协作意愿、导生的学术交流、导师支持度等对导生关系作用更为明显。结论:导生应明确共同目标,形成高度的团队共识;增强协作意愿,打造新型的合作共同体;增加交流频率,构建多维的互动平台。

Objective:To explore the influencing factors of relationship between professional master’s degree postgraduate and supervisor.Methods:Based on the formal organization theory,a questionnaire was designed to investigate the influencing factors of the student-supervisor relationship,and an anonymous survey by random sampling was conducted among 413 professional master’s degree postgraduates in Wenzhou,Hangzhou and other universities.A structural equation model was constructed to analyze the relationship among four latent variables,i.e.common goals,willingness to cooperate,communication and the degree of harmony in the student-supervisor relationship through 22 observation variables.Results:The respondents’average scores of the dimensions in harmony,common goals,willingness to collaborate,and communication were all slightly higher than the median value of 3,indicating there was room for improvement.Among them,whether the university or the discipline is“double first-class”has no statistical significance in each dimension of the mentor relationship(P>0.05).However,the indicators of the common goal,collaboration willingness and communication in the student-supervisor relationship are higher in the fresh graduate group than in the non-fresh graduate group,showing statistical difference(P<0.05).The path analysis results of the structural equation model showed that common goals(β=0.29,P<0.01),willingness to cooperate(β=0.38,P<0.01)and communication(β=0.32,P<0.01)all have a significant impact on the harmony degree of the student-supervisor relationship.By comparing the standardized path coefficients of the model,it is found that the willingness to cooperate(β=0.38,P<0.01)has the most significant impact on the harmony degree of the student-supervisor relationship,followed by communication(β=0.32,P<0.01),common goals(β=0.29,P<0.01);the coefficient of observation variable shows that the student’s own willingness to cooperate,the academic exchanges of the mentors,and the support of the mentors have more obvious effect on the student-supervisor relationship.Conclusion:Both students and supervisors should clarify common goals and form a high level of team consensus,enhance their willingness to collaborate and create a new type of cooperative community,increase the communication frequency and build a multi-dimensional interactive platform.