Academic Behavioral Intention Of Master’s Students Based On Theory Of Planned Behavior

Objective:Taking the theory of planned behavior as the basic framework,this study aims to understand the intention of academic normative behavior of graduate students,analyze its influencing factors,explore its potential categories,clarify the internal logic of its formation,and supplement it with the investigation of the way of obtaining information on graduate academic norms,aiming to provide reference for the construction of graduate academic norms and the optimization of governance paths.Methods:In this study,the Delphi method was used to compile a questionnaire of graduate students’ academic normative behavior intention,and a total of 759 graduate students from3 medical colleges in Shanxi were selected by convenient sampling method to conduct a survey,describing the behavior intention,subjective norm,perceptual behavior control and behavior attitude of graduate students’ academic normative behavior,establishing a binary classification logistic regression model to analyze the influencing factors of graduate students’ academic normative behavior intention,and using latent category analysis to identify the categories of graduate students’ academic normative behavior intention.The chisquare test compares the academic normative behavior intention and academic normative information acquisition methods of different categories of graduate students.Results:(1)The scores of behavioral attitude,subjective norm,perceptual behavior control and behavioral intention of graduate students were 4.12± 0.60,4.38± 0.98,4.46± 0.77,4.54±0.80,and the pass rates were 64.49%,89.12%,80.95% and 81.90%,respectively.(2)The factors that positively affect the academic normative behavior intention of graduate students include: qualified behavior attitude(OR=3.416,95%CI: 1.804～6.467),subjective normative qualification(OR=2.371,95%CI: 1.357～4.140),qualified perceptual behavior control(OR=3.303,95%CI: 1.817～5.065),female students(OR=1.756,95%CI:1.124～2.244),Research 2(OR=2.356,95%CI: 1.185～4.681),graduated(OR=2.141,95%CI: 1.168～4.004),medical major(OR=2.781,95%CI: 1.629～4.748),published papers(OR=2.866,95%CI: 1.515～5.421).(3)The core dimension of planning behavior theory was used as the explicit variable for potential category analysis,and the academic normative behavior intention of graduate students was divided into four types: low-risk type(72.65%),medium-low risk-weak selfcontrol type(18.23%),medium-high risk-cognitive and normative deficiency type(5.44%),and high-risk type(3.67%).The pass rates of academic normative behavior intention of the above four types of graduate students were 91.53%,64.93%,47.50% and25.93%,respectively.(4)The way to obtain information on graduate academic norms,the utilization rate and expectation rate of courses set up by the school,the teaching of tutors,and the exchange and sharing of classmates are higher than 60%,which belongs to the sufficient supply and demand type,the school holds lectures belong to the supply shortage type with a high expectation rate but obviously insufficient utilization rate,the utilization rate and expectation rate of traditional media such as government documents and propaganda columns,newspapers and periodicals,and television are lower than 60%,which belongs to the marginal neglect type,and the utilization rate of online popular science articles is high but the expectation rate is low and belongs to the unpopular type.Conclusions:(1)More than eighty percent of graduate students have positive intentions for academic normative behavior,indicating that most graduate students are willing to follow the requirements of academic norms.Among the core dimensions of planned behavior theory,the pass rate of behavioral attitude is the lowest and the influence on behavioral intention is the largest,which reflects that academic normative cognition is the most important factor affecting the cultivation of postgraduate academic norms,and education must always be regarded as the key focus to promote academic normative governance.Perceptual behavior control and subjective norms play a secondary role in the cultivation of academic norms,suggesting that the driving force from the personal willpower of graduate students and external social forces should also be paid attention to in the governance of academic norms.(2)The theory of planned behavior can explain the formation of the intention of graduate students’ academic normative behavior,and has reference value for the governance of academic norms.On the one hand,in the process of forming academic normative behavior intentions,the regression model jointly established by explanatory variables represented by behavioral attitudes,subjective norms,and perceptual behavior control and covariates with demographic characteristics has good explanatory power.On the other hand,graduate students with higher scores of behavioral attitude,subjective norm and perceptual behavior control showed more positive academic normative behavior intentions,and vice versa,suggesting that targeted governance can be carried out according to the characteristics of different types of graduate students.(3)Scientific research practice is an important driving force for the cultivation of academic norms.Factors closely related to scientific research practice,such as major,grade,and publication status,can also promote academic norms,indicating that academic norms have practical characteristics,and it is necessary to further deepen understanding on the basis of perceptual and rational cognition to achieve the unity of academic norms,knowledge and action.(4)The acquisition of academic normative information by graduate students is diversified,which needs to be further optimized.School education is the backbone of academic normative education,and the decline of traditional media reminds the responsible party of education to change the mode of communication,and it is also necessary to strengthen supply support for the education methods that graduate students are more concerned about,such as academic normative lectures,so as to form a multi-channel and multi-level academic normative education network.