The Relational Model And Influence Mechanism Research On The Postgraduate Comprehensive Charge Policy And Academic Achievement

On February 28,2013,the ministry of finance,national development and reform commission and the ministry of education jointly issued “opinion on perfecting the investment mechanism of postgraduate education”(teaching & research [2013]19)(the following short for “opinion”),which pointed out that from the fall semester of 2014,according to the principle of “the new way to freshman,the former way to other students”,all the freshman should pay for the tuition,which symbolized that postgraduate education formally entered the full-charge stage,nevertheless,the publication of this opinion received various education stakeholders' extensive attention,and the research viewed this opinion as a the research starting point.Firstly,understand the background,put forward the problems.Under the background of enrollment expansion,education funds shortage and education quality decline,the state issued the “opinions” to alleviate the above problems.In order to explore the effectiveness of the postgraduate comprehensive charge policy,and probe into whether the influence mechanism between the policy and scholastic achievement,this study uses empirical analysis perspective and method,in order to have a profound and objective understanding of the postgraduate comprehensive charge policy.Secondly,clarify the theory,gain the support.The research defines the key concepts involving in the research,such as the postgraduate comprehensive charge policy and scholastic achievement and so on.Moreover,the research describes the important theoretical basis to support the research,such as the human capital theory,the cost sharing theory and the attribution theory and so on.In addition,the research carries on the related domestic and foreign literature review,such as the orientation and practical impact of the charge policy,in order to have a rich and powerful theory foundation.Thirdly,introduce the structural equation model,clear out the relationship.This research analyzes the data from the questionnaire survey of the postgraduates in 16 representative universities respectively from Wuhan,Beijing,Zhejiang,Guangzhou and Shanxi and so on.Nevertheless,the research starts from the two aspects of the postgraduate comprehensive charge policy' satisfaction and effectiveness,which explores how the postgraduate comprehensive charge policy influence the postgraduate scholastic achievement,what's more,verifying whether the intermediary variable of learning motivation and learning strategy has the intermediary effect on the above relationship.Through the comparison of three models,the research selects the best one to conduct model verification and model modification,in view of the SEM analysis,the final model validation results show that: First,the satisfaction of the postgraduate comprehensive charge policy has positive effect on scholastic achievement,showing the direct impact.Second,the intermediary variable of intrinsic motivation and learning strategy plays an intermediary role in the relationship between the postgraduate comprehensive policy and scholastic achievement,performing the indirect effects.Third,the indirect effect is greater than the direct effect,and the indirect effect of intrinsic motivation is greater the indirect effect of learning strategy.Finally,make the research conclusion,propose suggestions.This research utilizes the empirical analysis to make conclusions,which puts forward pertinent suggestions from three aspects,which respectively are the establishment of the charge standard establishment,the evaluation of scholarship and the management of “three-assistance” posts,aiming at providing feasible measures to improve the postgraduate comprehensive charge policy system,and provide reference basis for building a science comprehensive charge policy system.