| The relationship between the supervisor and the doctoral student,referred to as the mentoring relationship,is a state of communication,influence and mutual trust between doctoral students and their direct supervisors on the basis of academic and sci-entific research activities,including the role,position and behavior of teachers and stu--dents in the course of communi cation.The engagement of doctoral students in scientific research refers to the degree and state of cognition,behavior and emotion of the doctoral students who have been in the doctoral program for no more than three years.To study the mentoring relationship,engagement of doctoral students in scientific research and their influence mechanism is to improve the training conditions,reform the training mode and organize resource,create an academic environment for the development of doctoral students.Based on the theory of RHOR model,trust theory and self-efficacy theory,combined with the problems and current situation of doctoral education in China,the core issues of this research are put forward:how does the mentoring relationship affect the engagement of doctoral student in scientific research?Based on the core issues,three related research issues are proposed and investigated and analyzed.Question 1.What are the characteristics of mentoring relationship?Question 2.What are the characteristics of engagement of doctoral student in scientific research?Question 3.How does the mentoring relationship affect the engagement of doctoral student in scientific research?Based on the theory of RHOR model,trust theory and self-efficacy theory,a series of assumptions are put forward.The trust degree in mentoring relationship is positively related to the research engagement of doctoral students in scientific research.The trust degree of mentoring relationship is positively related to the self-efficacy in researching of doctoral students.The influence degree of mentoring relationship is positively related to the self-efficacy in researching of doctoral students.In order to verify the relevant assumptions,two complementary studies were designed in this study,one of which was to conduct a questionnaire analysis on the engagement of doctoral students in scientific research,the mentoring relationship and related factors.The other is a phenomenological study on the trust of the students in the N researching team of a university in Nanjing and the trust of the teachers in the G researching team of a university in Guangzhou.Quantitative analysis and qualitative research are used,including independent sample t test,f test,multivariate regression analysis and phenomenological research.This research is divided into 7 chapters to carry on the item-by-item analysis and the synthesis research to the related question.Chapter 1 presents the origin,theoretical significance,practical significance,research problems,conceptual framework and research methods.Chapter 2 classifies and collates the literature related to the mentoring relationship and the engagement of doctoral students in scientific research.Chapter 3 discusses the theoretical basis of this research,and discusses the basic features of the ring model,the comparison between the ring model and the similar model,describing the application of the ring model in domestic and foreign research.This chapter also figures out the theories related to the definition,concept and function analysis,influence analysis,classification and measurement of trust.At last,the main concepts of self-efficacy theory are defined,the source of efficacy and the related theories of measurement of efficacy are listed.Chapter 4 gives a brief description of the research design,including modeling,hypothesis,questionnaire design and qualitative interview design.Chapter 5 studies the basic condition of the mentoring relationship,the difference characteristic of the mentoring relationship and the basic pattern of the engagement of doctoral students in scientific research through description analysis,t-test of independent sample,f test and qualitative analysis of interview data.Chapter 6 analyzes the characteristics and mechanism of the influence of the mentoring relationship on the engagement of doctoral students in scientific research through correlation analysis,regression analysis and intermediary effect analysis.Through the phenomenological analysis of n research team of Nanjing University and G team of Guangzhou University,this chapter analyzes the source,influence factors,change track and meaning of trust in the mentoring relationship.Chapter 7 systematically analyzes how the mentoring relationship affects the engagement of doctoral students in scientific research,and puts forward some reasonable suggestions on policies and strategies in the course of doctoral education.There are five characteristics in the mentoring relationship,which go as follows.First,the mentoring relationship shows the difference of structure.The differences in structure are mainly characterized by differences in trust and influence.Trust is shown by the teacher's trust in the students and the students' trust in the teachers.The teacher's trust in the student is based on the student's ability and the student's learning style and attitude.And the student's trust to the teacher is based on the characteristics of academic ability and character of the teacher,influenced by the system and management factors of the doctoral student.In the dimension of influence,there are two characteristics,one is the hidden and persistent influence of the tutor in academic ability and academic prestige,and the other is the emotional and transient influence of the tutor in interpersonal communication.The results of comprehensive qualitative research and quantitative analysis show that teachers and students are consistent in judging what is the ideal mentoring relationship,But also to a certain extent showes the difference characteristic.In the view of the tutor,the mentoring relationship is good for the growth of doctoral students and the smooth development of scientific research projects.The ideal relationship between teachers and students,which is understood by doctoral students,puts the harmonious degree of communication between teachers and students on the very important point.At the same time,the doctoral students also put the time cost factor in a relatively important position.Secondly,the influence of the factors of college training and team culture on the mentoring relationship is significant.However,the influence of the academic background and work background factors on trust and influence the mentoring relationship is not obvious.Third,the overall trust state of the mentoring relationship is better,and the "distrust" state and the extreme state of "very trust" between the tutor and the doctoral student are relatively weak.There is a difference in degree between "trust from a mentor" and "trust from a doctoral student",the former being slightly lower than the latter.The overall score of "influence degree" of the mentoring relationship was lower,the influence mainly came from the tutor,and the influence was related to whether the tutor had interfered with the behavior of the doctoral students.Fourth,the trust of doctoral students to their supervisors originates from the factors of identity,commitment,and recognition of their status.The benign interaction between teachers and students is the condition for the doctoral students to trust their supervisors.The problems and phenomena of the doctor's trust in the supervisor,the degree of the doctor's trust in the supervisor and the attitude of the doctor's trust to the supervisor are all reflected in the doctor's judgment on the scientific value.It also reflects the doctor.It also reflects the judgment and choice of the scientific value of the doctoral students before and after taking part in scientific activities.The foundation stone of the supervisor's trust to the doctoral student is the student's ability and responsibility,the team's request for the quality of scientific research affects the supervisor's trust to the doctor,and the supervisor's trust strengthens the doctor's sense of self-efficacy.The supervisor's trust in doctoral students is subject to external pressure.The essence of the change of teacher-student communication and trust is university mind.(Mind's contents include:independence,freedom,mind,science,criticism of mind,exploration and innovation,humanistic and social care).Fifth,it is about the comprehensive characteristics of the mentoring relationship.The relationship between teachers and students is embodied by the interaction between teachers and students,the role between teachers and students and the nature and state of the relationship.The mentoring relationship is easy to be influenced by the cultivation factors and team culture of colleges and universities.The mentoring relationship embodies the characteristics of changeability in the time dimension,which is mainly reflected in the change of time and the model of trust between teachers and students.Trust is the core element of the mentoringrelationship,which originates from the value judgment and value tendency of doctoral students.The change of trust between teachers and students is the result of the conflict between mind and social reality,such as independence,freedom,science,criticism of mind,development and innovation of mind,humanistic and social care.The relationship between teachers and students with unique culture and characteristics,which is different from the relationship between teachers and students in enterprises,is formed under the special scene of universities and research institutes.Also different from the teachers and students in primary and secondary schools,undergraduate and master's level.The main conclusions of this study include the mentoring relationship,engagement of doctoral students in scientific research,and the influence of mentoring relationship on the engagement of doctoral students in scientific research.The Engagement of doctoral students in scientific research presents four characteristics,which go as follows.First,it is about the classification and ranking characteristics of engagement of doctoral students in scientific research.The engagement of doctoral students in scientific research is divided into three categories:cognitive engagement,emotional engagement and behavioral engagement.According to the mean from large to small descending order is as follow:cognitive engagement,emotional engagement,behavior engagement.The standard difference from small to large ascending order is as follows:cognitive engagement,emotion engagement and behavior engagement.This reflects the dispersion of these three kinds of indicators.Second,the overall characteristics of doctoral research engagement.From the results of the research engagement of doctoral students,the number and quality of doctoral students published articles is too small,and the number of doctoral students involved in horizontal projects is more than those who did not participate in horizontal projects.Most doctoral students have not conducted research projects independently.In their understanding and understanding of the attributes of scientific research,doctoral students tend to think that scientific research is a life experience,which is also the most common idea for doctoral students.Fewer doctoral students view scientific research as a formal job.Few doctoral students use research as a tool for job search and promotion.In terms of cognition and understanding of the state of scientific research,doctoral students are more inclined to think that scientific research activities are open.More doctoral students think that engaging in research activities is not related to doctoral thesis writing,scientific research activities are only to complete the project,and that their research projects are more utilitarian.The mean score is relatively low on the close relation between the theory and practice of scientific research projects.In regard to the status of the research projects they are engaged in,the doctoral students put the value of the subject and the method of the subject first.Doctoral students also pay more attention to the short-term purpose of scientific research activities and the social significance of scientific research activities,and scientific research items.Less attention is paid to the academic nature of scientific research projects,the richness of scientific research activities,and the practicality of scientific research activities and so on.In terms of the activity of the doctoral research participation,the average is 3.04,the doctoral students score higher in the collection of articles,and in the exchange of academic colleagues,it is not dynamic.While doctoral students scored on the self-evaluation of scientific research,doctoral students scored relatively high on the persistent characteristics of scientific research,and in the contribution of scientific research,the lowest on the characteristics of focus.Third,it is about the difference characteristic of doctoral student's scientific research engagement.The results of the f test show that the trust factors in the mentoring relationship have different effects on the various dimensions of the research input of doctoral students.It can be seen that the higher the degree of trust,the higher the score of emotion input and the higher the score of cognitive engagement of doctoral research.The results also showed that the higher the trust degree,the higher the engagement of doctoral students' scientific research behavior.The results of f test show that the influence of the mentoring relationship has no predictive effect on the three dimensions of doctoral research engagement.Fourth,the research activities of the doctoral students are generally conducted under the guidance or management of the instructors,with a strong organization.As far as the two research teams are concerned,the project nature of the research activities of the G research team is stronger and more comprehensive,involving more management elements.In the content of the activities also involved more doctoral students.In the content of the activities also involves the relationship between doctoral students and supervisors,between doctoral students and doctoral students,between research teams and experimental units,as well as the identification and application of experimental results.The N team emphasizes the communication and cooperation between individual team members and mentors,and less involves the information of team members working together to complete research projects.The influence of the mentoringrelationship on the research engagementof doctoral students presents four characteristics,which go as follows.First,it is about the correlation between the relationship of guidance and the research engagement of doctoral students.The main performance is that the trust degree of the mentoring relationship is positively related to the cognitive engagement of doctoral students.The trust degree of the mentoring relationship is positively related to the research engagement of the doctoral students.The trust degree of the mentoring relationship is positively related to the emotional research engagement of the doctoral students.Secondly,it is about the influence mechanism of the mentoring relationship and research engagement of doctoral students.The test results of the interagency effect of self-research efficacy of doctoral students on the relationship between research engagement and mentoring relationship show that,The self-research efficacy of doctoral students has some intermediary effect on the relationship between research engagement and mentoring relationship.Among them,the direct effect is 0.18,the indirect effect is 0.31,and the total effect is 0.49.Third,it is about the process characteristic of the influence of the mentoring relationship on the research engagement of doctoral students.The mentoring relationship affects the research engagement of doctoral students,and it is the process of the generation and effect of teacher and student trust.The motivation,the purpose,the method,the choice of fact,the construction of system and the evaluation of theory are all related to the value and tendency of scientific research.These factors will affect the degree of trust doctoral students have in their mentors.The process of the doctoral student's trust in the supervisor is also the process of the doctoral student's identity,research commitment and scientific research identity cognition.The mentoring relationship should have an impact on the research engagement of doctoral students,and the interaction between teachers and students is of great significance.The benign interaction between teachers and students is the condition and foundation for the doctoral students to trust their supervisors.Instead of benign teacher-student interaction,it can be a great enemy of building trust between doctoral students and mentors.The process of research engagemetnt for doctoral students is also the process of continuous communication and continuous interaction between doctoral students and their supervisors.Therefore,the process of research engagement for doctoral students is also an opportunity for supervisors to clearly understand the capabilities and responsibilities of doctoral students.Doctoral students and supervisors will have different degrees and different levels of demand for the quality of scientific research.The demand for the quality of scientific research will affect the trust between students and teachers because of the difference between doctoral students and supervisors.Fourth,it is about the significance of the mentoring relationship to the research engagement of doctoral students.The process that mentoring relationship affects the research investment of the doctoral student is the process that the mentoring relationship affects the self-research efficiency of the doctoral student and the research engagement of the doctoral student.The influence of the mentoring relationship on the self-efficacy of doctoral students is related to the formation of self-efficacy.The mentoring relationship plays an important role in the trust between teachers and students.The trust between teachers and students will bring a successful experience to the doctoral students,which will give them a chance to see the success of their supervisors in scientific research.Let doctoral students in the process of participating in scientific research to enhance the sense of self-efficacy.The trust between teachers and students gives teachers more opportunities to communicate the program information and strategy information to the doctoral students in the form of oral communication.As a result of the trust between teachers and students,doctoral students are also easier to digest and absorb the subject information conveyed by their instructors,and enhance their ability to judge and self-confidence.The process that the mentoring relationship affects the engagement of doctoral students in scientific research is also a process of interweaving mind's independent,free,scientific and critical,pioneering and innovative mind and mind's humanistic and social concern.These factors are also present.These factors conflict with reality,which affect the cognition,emotion and behavior of doctoral students participating in scientific research activities.On the basis of itemized analysis and comprehensive consideration of the relationship between mentoring relationship,the independent characteristics of research engagement of doctoral students and the conditions and mutagenicity of the two,Based on the existing problems of doctoral education in China and the difficulties of doctoral education policy,this paper puts forward two suggestions.First,we should make full use of and deepen the value of doctoral students' self-research efficacy,attach importance to the information of doctoral students' efficacy,collect and utilize the information of doctoral students' efficacy from different ways,Give full play to the initiative and independence of doctoral students,enhancing the sense of responsibility of passing on the culture of the doctoral students and enhance the cultural confidence of the doctoral students.Second,to ensure that teachers and students interact with each other in trust,pay attention to the diverse research needs of doctoral students,give personalized guidance to doctoral students,set up a three-dimensional exchange platform between teachers and students,and integrate the research resources of doctoral students,improving the training mechanism for doctoral students to ensure that teachers and students interact in trust.To analyze the factors related to trust in every link from the enrollment of doctoral students to the cultivation of doctoral students.We will strengthen the diversified reform of enrollment forms to ensure that teachers and students make two-way choices on the basis of mutual understanding and to ensure trust between teachers and students.We will improve the system to ensure that doctoral students and supervisors have clear explanations and definitions on academic guidance,scientific research guidance,scientific research cooperation,and the distribution of benefits.Doctoral students also have a clear understanding of the goals they should strive for and the tasks they should accomplish in the course of their degrees.It is better to establish the system of public reporting of teachers.At present,some colleges and universities in China have gradually strengthened the implementation of the relevant system,the guidance of mentors to implement supervision and evaluation.But mentors in which areas do not do well,doctoral students do not have the right to know,doctoral students also lack the opportunity to participate in the evaluation of mentors.Once the supervisor is publicly reported,the problems in the guidance process of the supervisor are also transparent,and the doctor's trust in the supervisor becomes open trust,transparent trust,reducing the blindness in the meantime.To the doctoral student's study,the scientific research carries out the regular,the systematization appraisal,and establishes the corresponding elimination mechanism in this foundation.In the process of cultivating doctoral students,once the supervisor's management and control of doctoral students are carried out under strict system,the institutionalized components of trust between teachers and students will increase.The degree of rationalization will increase.To establish a regular reporting system for doctoral students'academic progress and scientific research progress,due to differences in management between different disciplines and schools,The establishment and implementation of the reporting system may be on the basis of rigid provisions on the basis of flexible.Once the doctoral students have the responsibility and obligation to report regularly to their supervisors,the channels of communication between teachers and students will be established.There will be no lack of trust in doctoral candidates.We should clarify the problems in the process of publishing scientific research results and carrying out scientific research activities in cooperation between teachers and students.We must encourage fair and efficient cooperation between teachers and students,facilitate the growth of doctoral students,but also conducive to the production of higher-quality scientific research results.We must see the work of perfecting the double tutor system and the tutor group system.Teachers work in an atmosphere of clear responsibility,easy communication,tacit cooperation and mutual supervision,and good trust between teachers and students also promote the level of trust between teachers and students.This research is carried out under the condition that the quality of postgraduate education is paid more and more attention by all circles of society.It is a study of the mentoring relationship and research engagement for doctoral students.Many quantitative data analysis methods are used in the research process,and the methods of interview data analysis and phenomenological observation and reflection are also used.We found the characteristics of the trust and influence of the relationship between teachers and students,and realized the role of the communication between teachers and students in forming the basic characteristics of the relationship between students and students.It proves that the trust factor in the relationship of guidance is enhancing the researching self-efficacy of doctoral students.The mechanism of improving the system,establishing the mechanism to ensure mutual trust between teachers and students,improve the relationship of guidance,inspire the self-efficacy of doctoral research,and promote the degree of research engagement.Due to research funds and research time constraints,this study in the process of quantitative research sample selection did not achieve a real sense of random sampling.The sample size is also limited to 418 valid samples.Therefore,the conclusion of this study is limited in extension,but only partly reflects the current situation and characteristics of the mentoring relationship in China.In this study,quantitative and qualitative studies were designed to study the relationship between guidance and doctoral research inputs and their relationship with each other.Both quantitative and qualitative studies focus on the school field.It is easy to find out some characteristics of the object of study by separating the relationship between teachers and students from the complex social relations and social influence factors.However,the relationship between teachers and students is one of many social relations,and the relationship between teachers and students cannot be completely separated from the other complicated relations in society.The relationship between teachers and students is closely related to other social relations.In the next study,we will use the social network to analyze the effective means of sociological analysis,using big data analysis and statistical ideas,Application of computer technology to the process of mentoring relationship,research engagement and interaction of doctoral students.By analyzing the mentoring relationship and research engagemetnt of doctoral students,we can draw conclusions that are closer to reality and essence,and sum up the problems and rules of doctoral education,to formulate graduate education policy for the next step. |
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