Academic Self-efficacy Of Postgraduate Students In Double-first Class Initiative

Academic postgraduate students are a group of graduate students whose goal is to cultivate academic reserve talents.They should not only complete the course tasks,but more importantly,learn various scientific research methods,gradually form the ability to conduct academic research independently,and cultivate the interest to continue to engage in academic research during the postgraduate study.However,many surveys show that the proportion of academic master students who are interested in research is quite low.In the process of studying,postgraduate students are lack of academic self-confidence on different levels,fear and rejection of academic research,and gradually deviate from academic research and academic career path.Based on self-efficacy as the theoretical framework,this paper studies the phenomenon of academic inconfidence of postgraduate students in Double First-class universities,and tries to discuss the factors affecting their academic self-efficacy,putting forward suggestions for improving their academic efficacy and the quality of postgraduate training.In this study,academic self-efficacy is defined as "individual's level of confidence in their ability to complete certain academic activities and tasks".Based on this definition,academic self-efficacy was decomposed into four aspects: course learning,basic mastery,comprehensive application of knowledge,and task completion.The influencing factors framework of academic efficacy was constructed from postgraduate students' learning experience,academic interaction,academic interests,and family education mode.Then the questionnaire was developed.A large sample survey was conducted to explore the academic efficacy and its influencing factors of academic postgraduate students in eight Double First-class universities.At the same time,typical case interviews were used to understand the unique experiences of the cases,as well as their cognition and interpretation of these experiences,so as to answer the questions raised by this study better.The results show that the overall academic self-efficacy of academic postgraduate students in Double First-class universities is at a medium level,and there are significant differences in background variables such as gender,discipline category,whether academic papers have been published,whether they have participated in research projects,and whether they intend to pursue a doctoral degree.In terms of influencing factors,the four dimensions of learning experience,academic interaction,academic interests and family education mode all have a significant impact on the academic efficacy of postgraduate students.Among them,"academic achievement" and "academic experience" in learning experience,"peer role model" in academic interaction and "academic effort" in academic interests are most influential.Based on the empirical research results,this study puts forward some suggestions to improve the academic self-efficacy of academic postgraduate students in Double First-class universities.From the student's,they should take the initiative to strengthen the discipline thinking training,change the view of learning and build the view of ability growth;improve the planning ability of research study and overcome procrastination.From the aspect of postgraduate training units,colleges and universities should focus on students' research interests and ideals.They should pay attention to cultivating academic interests of academic master students.Postgraduate courses must focus on the establishment and cultivation of students' subject thinking.The tutor should pay attention to the academic guidance and encouraging students to establish academic confidence.