A Study On The Relationship Between Motivation And Behavior Of Supervisor-postgradute Interaction From The Teacher's Perspective

Postgraduate education is the last stage of higher education in China,which represents the highest level of national education.In the course of cultivating postgraduates,supervisors play an important role,they are not only responsible for the academic guidance of postgraduates,but also for the ideological and spiritual education of postgraduates.The realization of these educational goals must depend on the supervisor-postgraduate interaction.However,the supervisor-postgraduate interaction is not good in our country at the moment,and there are many problems in the interaction between supervisors and postgraduates,so it's imperative to find out the key factors that affect the supervisor-postgraduate interaction.Based on the review of relevant theories and the studies about the supervisor-postgraduate interaction at home and abroad,this paper discusses the motivation of the interaction,the behavior performance and the relationship between them from the teacher's perspective.This paper defines the related concepts,including the supervisor,the postgrsduate,the supervisor-postgraduate interaction,and the motivation of this interaction.Then the paper uses self-determination theory as the macro framework of motivation classification,integrates the impression management motivation theory,the role identity theory,the social influence and social exchange theory to build the motivation framework of supervisor-postgraduate interaction,and combines the supervisor interpersonal behavior model and Cox and Anaya's division of supervisor-postgraduate interaction to build the three-dimensional structure framework of interactive behavior.Then this thesis discusses the relationship between them based on the relationship theory of motivation and behavior.Specifically,the motivation of the interaction between the supervisors and postgraduates is divided into External Regulation,Introjected Regulation,Identified Regulation,Integrated Regulation and Intrinsic Regulation.The interaction behavior is described from five dimensions: the initiative,the duration,the content and frequency,the style and the level of interaction.Based on the theoretical framework,this thesis constructs the model to put forward the hypothesis,and creatively designs the questionnaire of supervisor-postgraduate interaction.SPSS 21.0 and Amos 21.0 are used to analyze the data collected from interviews and surveys.Exploratory factor analysis and confirmatory factor analysis are carried out to ensure the reliability and validity of the questionnaire data,and then structural equation model is used to test the hypothesis.Besides,the difference test is used to consider whether there are significant differences in motivation and behavior between different supervisors.The results show that the basic attributes of teachers have significant differences in motivation and behavior;the Identified Regulation and Intrinsic Regulation have a positive impact on the interaction between teachers and students,while the Introjected Regulation have a negative impact on the academic interaction frequency;the External Regulation and Integrated Regulation have no significant correlation with each dimension of interaction.Finally,according to the results,the corresponding countermeasures and suggestions are put forward from the three perspectives of school,postgraduates,supervisors and the model of postgraduate training.This paper enriches the theory of the supervisor-postgraduate interaction,the questionnaire designed in this paper can also provide reference for further research.By studying the influence of different motivations on each behavior dimension,we can put forward the corresponding suggestions to improve the interaction between supervisors and postgraduates,and then promote the quality of graduate education.