导师自主支持对研究生消极沉默的影响——以北京中医药大学为例

The impact of supervisor′s autonomy support on negative silence among graduate students:Taking Beijing University of Chinese Medicine as an example

目的调查研究生的导师自主支持、讲座满意度、自我效能感、负面评价恐惧和消极沉默的情况,分析其相互关系,探讨提升研究生讲座互动积极性的途径。方法采用便利抽样法于2024年1月3—5日用导师自主支持量表、讲座满意度量表、一般自我效能感量表、简明负面评价恐惧量表(正向计分)和消极沉默量表对北京中医药大学在读研究生进行问卷调查并分析问卷数据。结果调查获得441例合格样本。差异性分析显示:2023级研究生的导师自主支持较高(P<0.05),男生和班干部的自我效能感较高(P<0.05,P<0.01),硕士和2022级研究生的讲座满意度较高(P<0.05),女生和长学制研究生的负面评价恐惧较高(P<0.05,P<0.01)。相关性分析显示:消极沉默与讲座满意度(r=-0.200,P<0.01)、自我效能感(r=-0.238,P<0.01)和导师自主支持(r=-0.152,P<0.01)负相关;与负面评价恐惧正相关(r=0.354,P<0.01)。回归分析显示:导师自主支持正向影响自我效能感(β=0.370,P<0.01);自我效能感正向影响讲座满意度(β=0.174,P<0.01),负向影响负面评价恐惧(β=-0.378,P<0.01);讲座满意度负向影响消极沉默(β=-0.158,P<0.01);负面评价恐惧正向影响消极沉默(β=0.318,P<0.01)。Bootstrap结果提示:自我效能感和负面评价恐惧在导师自主支持与消极沉默之间发挥链式中介效应,效应值占比29.09%;自我效能感和讲座满意度在导师自主支持与消极沉默之间发挥链式中介效应,效应值占比6.67%;讲座满意度在导师自主支持与消极沉默之间发挥简单中介效应,效应值占比18.79%。结论研究生在学术讲座互动时的消极沉默与负面评价恐惧和讲座满意度有关,导师自主支持能够通过提升自我效能感、提高讲座满意度以及降低负面评价恐惧的方式对抗消极沉默,有助于提高研究生的互动积极性。

Objective To investigate the relationship between supervisor′s autonomy support,lecture satisfaction,self-efficacy,fear of negative evaluation,and negative silence among graduate students,and to explore ways to enhance their interactive enthusiasm during lectures.Methods A convenience sampling method was used to conduct a questionnaire survey on graduate students at Beijing University of Chinese Medicine from January 3 to 5,2024.The survey employed the Supervisor′s Autonomy Support Scale,Lecture Satisfaction Scale,General Self-Efficacy Scale,Brief Negative Evaluation Fear Scale(positive scoring),and Negative Silence Scale.Data were analyzed to identify correlations and mediating effects.Results A total of 441 valid samples were obtained.The differential analysis revealed that grade 2023 students reported higher supervisor′s autonomy support(P<0.05).Male students and class leaders exhibited higher self-efficacy(P<0.05,P<0.01).Master’s students and grade 2022 students had higher lecture satisfaction(P<0.05),while female students and long-term graduate students showed higher fear of negative evaluation(P<0.05,P<0.01).Correlation analysis indicated that negative silence was negatively correlated with lecture satisfaction(r=-0.193,P<0.01),self-efficacy(r=-0.244,P<0.01),and supervisor′s autonomy support(r=-0.162,P<0.01);it was positively correlated with fear of negative evaluation(r=0.348,P<0.01).Regression analysis showed that supervisor′s autonomy support had a positive impact on self-efficacy(β=0.370,P<0.01).Self-efficacy had a positive impact on lecture satisfaction(β=0.156,P<0.01)and a negative impact on fear of negative evaluation(β=-0.385,P<0.01).Lecture satisfaction had a negative impact on negative silence(β=-0.158,P<0.01),while fear of negative evaluation had a positive impact on negative silence(β=0.318,P<0.01).Bootstrap results indicated that self efficacy and fear of negative evaluation play a chain mediating effect between supervisor′s autonomy support and negative silence,with an effect value accounting for 29.09%;Self efficacy and lecture satisfaction play a chain mediation effect between supervisor′s autonomy support and negative silence,with an effect value of 6.67%;Lecture satisfaction plays a simple mediating effect between supervisor′s autonomy support and negative silence,with an effect value accounting for 18.79%.Conclusion The negative silence of graduate students during lecture interactions is influenced by fear of negative evaluation and lecture satisfaction.Supervisor′s autonomy support can mitigate negative silence by enhancing self-efficacy,increasing lecture satisfaction,and reducing fear of negative evaluation,thus promoting greater interactive enthusiasm among graduate students.