Investigation And Research On The Motivation Of Enrollment Of Interdisciplinary Master's Students

With the continuous advancement of China's higher education system reform,as well as the increasing popularity and popularization of higher education,China's postgraduate education has entered a new stage of development: the number of enrolled students has expanded in the past decade,and the number of students in school has also been realized.The growth rate has incresed,among which the proportion of interdisciplinary candiduate for postgraduate studies is aiso expanding.For an interdisciplinary postgraduate,whether there is a correct motivation for admission,whether to identify with the chosen major,and whether or not to be interested in the current major is important for professional learning and self-development.This adopts the self-edited "Education Economics and Management Professional Interdisciplinary Postgraduate Entrance Motivation Questionnaire”,taking the cross examination of the education economics and management major as the research object,and using the online questionnaire suevy to investigate the cross examination students.Push-pull theory and rational choice theory are the support,understand the status quo and characteristics of the entrance motivation of the education economy and management majors,and then propose corresponding countermeasures.The research conclusions are as follows:1.The main motivations for the entrance examination of the education economy and management majors are: further improve oneself,improve their own ability in various aspects,dissatisfaction with the undergraduate level,improve their academic qualifications,and hope to replace a better school,education economy and management major.I am very interested in the education economy and management profession,and I want to conduct academic research in this area.2.Educational Economy and Management Majors There are significant differences in the motivations of the candidates in terms of gender,grade level,undergraduate school level,whether they are due,whether they have work experience,and whether they intend to continue to test.3.The motivations of the entrance examination for the education economics and management majors have the following characteristics:(1)the motivation for admission is diversified,dominated by the motivation of leading admissions;(2)the motivation for admission tends to be rational,but there is blindness in rationality;(3)the study and living conditions during the study period are not necessarily proportional to the motivation for admission;(4)the motivation for admission has certain negative components;(5)themotivation for admission is not sufficiently considered in employment.4.Suggestions:(1)National level: reform the admission examination system,improve the selection mechanism;(2)School level: strengthen professional guidance and create a good learning atmosphere;(3)Tutor level: do academic guidance and strengthen students Understand;(4)Student level: Do a good job in self-assessment and correct motivation for admission.