“求人”还是“求己”——学术型硕士生应对导学疏离的理路分析

Ask for Help from Others or from Yourself?——A Rationale Analysis of Academic Postgraduates Dealing with The Supervisor-student Alienation

导学疏离是研究生因导学关系不能满足其期望与需求而产生的一系列心理消耗与互动行为,会对导学关系的发展产生隐秘损害。研究生能否正确应对导学疏离是改善导学关系的关键。基于对25名全日制学术型硕士研究生的访谈,探究不同类型学硕生应对导学疏离的行动选择及其影响因素。首先,构建了学硕生应对导学疏离的“环状模型”。通过展现协商、相安、依附以及无为四种类型的学硕生在导学相识、规训、自主与再定义四个互动情境的行动策略差异,揭示了学硕生应对导学疏离的“求人”和“求己”两条理路。其次,分析了互动角色、互动规则以及互动内容三大诱因对学硕生应对导学疏离的作用,提出了相应改善建议。

Supervisor-student alienation,characterized by psychological strain and interaction failures within academic relationships,detrimentally affects their development.Addressing this alienation is crucial for fostering healthy supervisory connections.This paper investigates the choices of action and influencing factors in how different types of full-time academic master’s students cope with supervisor-student alienation,based on interviews with 25 such students.Firstly,a“circular model”of coping strategies was developed,categorizing students into four types:negotiative,accommodative,dependent,and passive.These types employed distinct strategies across scenarios of acquaintance,cultivation,autonomy,and redefinition,reflecting two primary coping trajectories:seeking external assistance and fostering self-reliance.Secondly,the influence of interactive roles,rules,and content on these coping mechanisms was analyzed,leading to targeted suggestions for improving supervisor-student interactions.