A Study On Delayed Graduation And Influencing Factors Of Doctoral Students In Humanities And Social Sciences

Doctoral education is the focus of high-level talent training in China,and its development quality has been highly valued by researchers.However,with the gradual promotion of the popularization of higher education,a series of problems also began to emerge: doctoral training weight light,doctoral examination is meaningless,the integration of academic resources is inefficient,market demand maladaptive.In order to improve the overall quality of doctoral training,researchers and practitioners are focusing on the reform of the training system,such as foreign "responsive doctoral plan","remolding doctoral education plan" and "Doctoral education innovation plan",are committed to solving the above problems.China also issued "Opinions on Deepening the Reform of Graduate Education" and "The 13 th Five-Year Plan for the Development of Academic Degrees and Graduate Education",and the results of the reform are obvious to all.But at the same time,the postponement rate of doctoral students is increasing year by year.In recent ten years,the postponement rate of doctoral students has increased from 10% to 20%,and it is still on the rise,but there are few discussions about the postponement of doctoral students.Therefore,to answer the question "Why was the Ph D student delayed?" This core issue is discussed as follows.Based on the logic of "problem-cause-mechanism-way out",the research objective is divided into: what is the historical background and policy root of postponement of doctoral students' graduation? What are the status and characteristics of delayed graduation of doctoral students? What are the reasons,action mechanism and contradiction root of postponement of graduation of doctoral students? What are the developmental stages,barriers and deconstruction strategies for deferred doctoral students? In order to achieve the above goals,this paper studies the theories of professional socialization,professional role learning and professional self-growth,and establishes the analysis framework of delayed graduation and influencing factors of doctoral students.In the selection of research methods,qualitative and quantitative methods were used to collect and analyze the questionnaires of 1099 doctoral students,35 deferred doctoral students and 15 supervisors.In addition,the students were followed up for three years.This paper not only establishes a systematic analysis framework for the postponement of doctoral students' graduation,but also puts forward strategic suggestions for the reform of doctoral education system.The research is of great benefit to the expansion of academic field and the improvement of educational practice.The research results are as follows: first,the postponement of doctoral degree is influenced by the specific background and education policy,including the transformation of knowledge production mode,the expansion of doctoral enrollment scale and the sharp reduction of education funds;Second,the status quo of postponement for doctoral students in European and American universities is extremely serious,and the index of postponement for doctoral students in China is also increasing,among which humanities and social sciences rank first in the list of postponement.Thirdly,the postponement of graduation is affected by many factors,such as gender,age,discipline,training type,research ability,doctoral motivation,time investment,paper pressure,curriculum structure,project participation and mid-term assessment system.In terms of weight,the mixed effect of weak foundation and insufficient investment is the primary hidden danger of the postponement of doctoral students,the lack of curriculum system and the absence of supervisor's guidance is the catalyst of the postponement of doctoral students,and the low efficiency of system implementation and depressed academic atmosphere is the potential hotbed of the postponement of doctoral students.Fourth,doctoral germinal has phased delay factors,among them,the adaptive phase transition structure obstacle and relationship problems,academic exploration phase selection and imbalance in the scientific research ability and study design and fieldwork imbalances,dissertation and journal imbalances and autonomous learning and teacher feedback imbalances,In the threshold breaking stage,academic support decreased sharply and academic mood deteriorated.Faced with academic obstacles,deferred doctoral students form two deconstruction strategies: introversion and extroversion.Fifth,the academic development of deferred doctoral students has its particularity,such as "stand out","do academic material","outsider","accept fate","self-exile" and other local concepts constitute its meaning world.Through comprehensive thinking of doctoral delay problems,research suggests that doctoral education system in our country has five problems: doctoral student entrance examination inefficient execution,doctoral formal learning resources,doctoral students tap out become a mere formality,doctoral student learning relationship between dislocation matching,and doctoral student "subhealth" state of mind.In view of the above problems,the research suggests that we should strictly control the recruitment process to reduce the probability of delayed graduation from the source;Integrating admission education,curriculum learning and academic exchange resources to provide convenient channels for the ability reserve of deferred doctoral students;Strengthen the supervision and assessment of the process,the early diversion of delayed doctoral students into practice;Facing up to the negative effect of guiding conflict,bridging the realistic tension of teacher-student communication;Tracking the mental health dynamics of doctoral students and classifying and guiding the negative emotions of deferred doctoral students.