A Study On The Content And Breach Of Minority Postgraduate Student’s Psychological Contract

In2004, five ministries, including the Ministry of Education, the NationalDevelopment and Reform Commission, the State Ethnic Affairs Commission andMinistry of finance, Ministry of Human Resources and Social Security, jointly issued "on the training of high-level talents for minority views "(〔2004〕5). Then theysubsequently issued a notice of the specific implementation plan " the Ministry ofeducation and other four ministries implementation scheme about issued <trainingminority high-level backbone personnel plan>"(〔2005〕11). In2006,there is going tobe formal implementation of the minorities high-level backbone personnel plan. In theimplementation of the plan, each volunteer to participate in this program students, arerequired to participate in the national graduate examination. The passers also are need tosign the " high caliber talents of ethnic minorities to pursue post-graduate master’sdegree of directional agreement ". The agreement of the government, schools and thebackbone of minority students (hereinafter referred to as: minority backbone students)three party responsibility and obligation are made clear, the default is to develop a clearpenalty provisions. The implementation of the program for several years, when there isdefault phenomenon. What is the reason of default? How to make this a national policyis effectively implemented? All are needed for in-depth research on the phenomenon ofstudents’ default.This study used self-report questionnaire to students, single angle survey minoritybackbone students’ psychological contract and failure status. First carries on the analysisand determination of the less dry structural dimensions of students psychologicalcontract and the specific content of the preparation, minority backbone students’psychological contract questionnaire, fulfill the agreement intention questionnaire andquestionnaire of psychological contract breach. Then through a questionnaire survey tominority backbone students’ willingness to fulfill the agreement, the status ofpsychological contract breach and the relationship of agreement will and psychological contract breach. The study found:(1) minority backbone students’ psychologicalcontract structure consists of two parts: the school responsibility and responsibility ofminority backbone students. The school responsibility questionnaire includes twodimensions: reality and development. The real responsibility is minority backbonestudents’ subjective wishes about schools providing realistic conditions of learningresponsibility, development is lminority backbone students’ subjective wishes about thegovernment should providing conditions for the development of future workresponsibility; students’ responsibility questionnaire includes two dimensions: learningand preparation. learning is minority backbone students’ subjective wishes about theytaking responsibility for learning, preparation is responsibility for future work;(2)minority backbone students’ psychological contract questionnaire internal consistencycoefficient is0.881, confirmatory factor analysis showed that the questionnaire hasgood construct validity;(3)minority backbone students’ psychological contractquestionnaire scores of students, significantly predict minority backbone students’psychological contract breach;(4) minority backbone students’ psychological contractfailure, may be partly reason from family and social aspects and mostly reason from thestudents’ expectations to the school.(5) From surveying, some minority backbonestudents during reading germination are not going to have its willingness to fulfill theagreement;(6)the two dimensions of psychological contract breach of the minoritybackbone students are not significantly predict and explain whether they intends tocontinue their willingness to fulfill the agreement.(7) the minority backbone studentspsychological contract breach can effectively predict "We started thinking aboutdefaulting last default tendency" of this group.