An Empirical Study On The Influence Of Mentors’ Guidance Behavior On The Innovation Ability Of Postgraduates

At the beginning of 2006,Hu Jintao proposed to complete the major strategic task of building an innovative country solidly.In the report of the 19th National Congress of the Communist Party of China in October 2017,General Secretary Xi Jinping emphasized that the pace of building an innovative country should be accelerated to lead a major breakthrough in original achievements.To build an innovative country,we must pay particular attention to the cultivation of talents.As the backbone of my country’s building of an innovative country,postgraduate students’ innovative ability cannot be ignored.However,there is still a big gap between the innovative ability of our graduate students and developed countries,and it is increasingly urgent to cultivate their innovative ability.In my country,supervisors are the main person in charge of postgraduate training,and their guidance is inseparable from the quality of postgraduate training.This article first draws on previous studies and defines the connotation of supervisors’ guiding behavior and graduate students’ innovative ability.Based on theoretical analysis and literature summary,the questionnaire is compiled.The survey is based on master’s students in N University,and samples are selected randomly as survey objects.Using statistical analysis method to conduct empirical analysis and statistical inference on sample data,it explored the effects of supervisors’ guidance behavior on master degree students’ innovative ability.To further promote the improvement of graduate students’ innovation ability,this article analyzes and draws on the mentor guidance model of two famous universities in the United States,namely the University of Mississippi and the University of Washington,in order to provide reference for domestic mentor guidance.Finally,based on the empirical research and excellent foreign universities,several countermeasures and suggestions to improve the innovation ability of postgraduates are put forward from the perspective of supervisors,schools and master students themselves respectively.The main conclusions of this research are as follows:1.The mentor guidance behavior questionnaire includes mentor guidance types,mentor communication methods,mentor communication frequency,and mentor communication duration;the scale includes four factors-mentor guidance content,mentor guidance opportunities,mentor guidance attitude and mentor guidance authority.The reliability and validity test results indicate the quality of the questionnaire meets the requirements of psychometrics.2.The postgraduate student innovation ability scale includes five factors:knowledge construction ability,innovative thinking,innovative personality,innovative motivation and innovative practice.The reliability and validity test results show that the quality of the questionnaire meets the requirements of psychometrics.3.The postgraduates of N University have a good overall perception of “mentor guidance behavior”,and the scores of mentor guidance authority is the highest among the four factors,and the mentor guidance attitude is the last.In terms of mentors’ guidance behavior grade,the average value of male mentors is greater than that of female mentors;there is no significant difference in the mentor’s guidance behavior whether or not a mentor holds an administrative position;there is no significant difference in the overall guidance behavior of mentors of different titles.4.The overall level of innovation ability of N University master students is average,and there are significant differences between the innovation ability of different genders,different grades,and different majors.Except that boys have little difference in innovation motivation from girls,the average values of the other four levels of boys are greater than those of girls,indicating that boys’ abilities at these four levels are all higher than those of girls;and the knowledge construction ability,innovative thinking ability and overall innovation ability of the third grade of graduate students are significantly higher than the others two grades;The creative ability of master students in arts,sports,science,engineering,agriculture and medicine is significantly higher than that of master students in literature,history and philosophy.5.There is a significant positive correlation between the supervisor’s guidance behavior and the innovation ability of postgraduates and its various factors.6.Different types of tutors,different communication methods,different communication frequencies and different communication durations have significant differences in promoting the innovation ability of master students.Compared with the other two types of guidance,the dual mentor system has certain advantages in promoting the innovation ability of master students;the scores of innovation ability of master students in fixed-time independent communication and communication through group meetings are higher than those of online communication;the innovation ability score of master students who can communicate with the mentor once or more per week is significantly higher than the other three communication frequencies.7.The regression analysis results show that the mentor’s guidance behavior has a significant positive predictive effect on innovation ability and its various factors.