Research On The Problem Solving Ability Of Graduate Students' Scientific Research And Its Influencing Factors

With the development of the times and the advancement of the society,the ability to solve problems is increasingly becoming the focus of attention in society.To this end,the education sector has also paid more attention to the cultivation of students'problem-solving skills.For the high-quality talents like the graduate students,who have been cultivated by the state,this ability should be paid more attention.Since the main problem facing graduate students is scientific research,this research focuses on the ability to solve scientific research problems.So,what is the current research ability of graduate students?What is affecting their ability to solve scientific research problems?This research will start from the above two aspects,through self-made questionnaires to investigate the status quo of the sample research ability of graduate students and explore the influencing factors of their ability to solve scientific research problems.On the one hand,it provides reference for graduate students and teachers to evaluate the ability of graduate students to solve scientific research problems.On the other hand,it also helps the school to develop graduate students' ability to solve scientific problems.The purpose of this study is to describe the current status of postgraduate research problem solving ability through self-developed postgraduate research problem solving ability assessment tools,and to explore the ability of instructor guidance,motivation for postgraduate studies,postgraduate study and self-regulation ability and its impact on the ability to solve postgraduate research problems(including four dimensions—the ability to identify and discover problems,the ability to characterize problems,the ability to find solutions,and the retrospective and reflective capabilities).Based on this,this study mainly explores two aspects:First,is there any difference in the sample researcher's ability to solve scientific research problems and its four sub-capabilities in terms of the eight variables,namely gender,grade,number of children(single-child or not),the type of graduate colleges,the maj or disciplines,the education level of parents,the type of their undergraduate college and undergraduate research experience?Second,will the four influencing factors of tutor guidance,motivation for study,postgraduate study and self-regulation affect the problem-solving ability of graduate students and their four sub-capabilities?How is it affected?Based on this,the research first designed the postgraduate research problem solving ability evaluation tool through literature analysis and pre-survey.Secondly,the data was collected through questionnaires and interviews,and the data were analyzed by SPSS23 and AMOS24 Finally,the conclusions were obtained by analyzing the research results. 52 questionnaires were collected in the first pre-survey,and a total of 85 valid questionnaires were collected in the second pre-survey.514 questionnaires were collected during the formal survey,among which 503 questionnaires were valid.The sample data has good reliability and validity,and the factor analysis results are also in line with the preset framework,which is suitable for further research.In addition,the study also collected a portion of the interview data through a semi-structured interview with 15 graduate studentsThrough data processing and analysis,this study found that:firstly,male graduate students have stronger ability to solve scientific research problems than female counterparts;postgraduates' scientific research problem solving ability increases with the grade;those mothers with high education level have strong ability to solve scientific research problems;those who studied at Double First-Class universities in the undergraduate years perform better in terms of the ability to solve scientific research problems than those who held an undergraduate degree from Non Double First-Class universities;those who have participated in scientific research projects during their undergraduate studies have stronger ability to solve problems than those who have not participated in scientific research projectsSecondly,the frequency of guidance suitable for students' need has a positive impact on the ability of graduate students to solve scientific research problems;the guidance mode combined with individual guidance and collective guidance has a positive impact on the ability of scientific research problem solving;the guidance of the tutor is of great significance to the cultivation of scientific research problem-solving ability.The experience of scientific research practice has a positive impact on the ability of graduate students to solve scientific research problems;the enthusiasm of classroom and after-school discussion has an impact on the ability of graduate students to solve scientific research problems.When self-regulation ability is used as a mediator,tutor guidance,motivation for study and postgraduate study are seen as the external variables and the postgraduates' ability to solve the scientific problem is considered as the internal variable in the path analysis,the research finds that the instructor's guidance has no direct influence on the ability of the graduate scientific research problem solving,but the self-regulating ability is the intermediary to influence the scientific research problem solving ability.The research also finds that postgraduate study can not only have a direct impact on the postgraduates' ability to solve scientific research problem,but also indirectly influence their problem-solving ability through the self-regulation ability.Also the motivation for graduate study has no impact on postgraduates' ability to solve scientific research problem.Finally,this study proposes the following suggestions for analyzing the influencing factors of graduate students' scientific research problem-solving ability:graduate students should actively participate in scientific research activities and dare to be proj ect leaders;graduate students should actively participate in group discussions;committed to cultivating self-regulation.