Study On Professional Socialization Of Academic Master Students And Its Influencing Mechanism

Professional socialization is regarded as an effective way to promote individual academic development and an important index to measure the quality of postgraduate education.Under the background of continuous expansion of postgraduate education,"whether colleges and universities can cultivate qualified new generation of academic professional practitioners" has become the focus of current higher education.Master stage is often regarded as an important transition stage for individuals to enter the academic field.For academic master students,this paper pays more attention to its academic aspect.Therefore,this study takes academic master students as research objects and analyzes the structure,characteristics,status quo,and influencing factors and mechanism of professional socialization based on the data of questionnaire survey and interview survey.The results are as follows:Firstly,the professional socialization of academic master students in China can be structurally divided into four aspects,that is the development of academic skills,general abilities,academic emotion and social maturity.Academic skills refer to the knowledge and ability required to carry out academic research in professional fields;general abilities refers to the non-cognitive abilities that individuals must possess to adapt to society and play a certain role in academic research;academic emotion includes academic commitment and academic interests;social maturity includes academic morality and social morality.Secondly,the professional socialization of academic master students is characterized by the transition from false to real.The attitude of junior master students towards academics is too idealistic,and there is a rising mood of “self-righteousness”,so their experience of socialization is false and fantasy;However,for senior master students,the “ideal-reality” in the academic field,that is,the matching degree between individual self-perception and educational expectation,will promote them to form clear self-cognition,and then produce real experience of socialization.From the perspective of the procedural training process,the stage of Grade 2 master is an important period in which their academic affection and academic ethics show significant changes.Master’s Thesis Proposal and academic publication are the key events that affect their affective transition.Thirdly,there are significant group differences.In the dimension of academic skills,there are significant differences in region,grade,family background,learning engagement,doctoral willingness and Bachelor’s and Master’s study experience.In the dimension of general abilities,there are significant differences in hukou,region,grade,family background,doctoral intention and Bachelor’s and Master’s study experience;In the dimension of academic emotion,there are significant differences in gender,family background,learning engagement,doctoral willingness and Bachelor’s and Master’s study experience;In the dimension of social maturity,there are significant differences in gender,hukou,region,grade,family background,learning engagement,doctoral willingness and Bachelor’s study experience;The differences of faculty and department support and interpersonal relationship are all significant in four dimensions.Finally,after integrating all the variables,individual characteristics,learning experience,faculty and department support and interpersonal relationship have different degrees of influence on all dimensions of professional socialization.Based on the results of quantitative analysis,it is found that in the dimension of academic skills,the variables of gender,grade,learning engagement,doctoral willingness,type of university for undergraduate study,participation in academic conferences during the master’s degree,faculty and department support,guiding relationship,outside academic community and parental participation in higher education are significant.In the dimension of general abilities,the variables of grade,type of university for undergraduate study,participation in academic conference during the master’s degree,procedural support,guiding relationship and peer relationship are significant.In the dimension of academic emotion,gender,learning engagement,doctoral willingness,type of university to study for master’s degree,procedural support,integrated support,guiding relationship and off-campus academic community are significant variables.In the dimension of social maturity,the variables of grade,learning engagement,type of university for undergraduate study,highest comprehensive evaluation ranking of undergraduate,procedural support,guiding relationship,peer relationship and off-campus academic community were significant.The variables of gender,hukou,region,grade and major have significant moderating effects on the relationship between independent variables and dependent variables.Based on the qualitative analysis results,it is found that individual will is an important individual factor affecting the professional socialization,among which academic interest and doctoral willingness play a decisive role in successful academicization.The support of faculty and department plays a fundamental role in the development of academic cognition and affection,but its actual effect is affected by shimen or laboratory.Study experience has a“Matthew effect”,which has a double influence on professional socialization.The resulting“gap” of social comparison and the perception of academic ecological environment can affect the process of socialization through influencing academic affection.Shimen or the laboratory is the key field for the academic growth of graduate students.The interpersonal interaction based on supervisor-student relationship and student-student relationship,and the resulting team culture shape the academic development of individuals in an invisible way,but the persistent gender stereotype in the organization hinders the academic growth of some female master students.Based on these,we put forward the following suggestions: First,construct flexible training mode and implement “diversion conversion” mechanism;Second,pay attention to the group difference of master students,pay attention to the cultivation of “independent consciousness”;Thirdly,strengthen the multi-dimensional support of faculty and department to promote the formation of “academic network”;Fourth,create an atmosphere of mutual assistance in academic team,and play the role of “controlling and leading the way”.